Use of Higher Education Institutions for SME Internationalization

Abstract

Society development depends on strong and continuous collaboration between all the stakeholders. HEIs that take care of students’ employability are aware of the need for creating relationships with companies in their ecosystem and adopting its educational programs and other services to the needs of them. Taking into account the needs of students and the needs of SMEs, HEI should create relevant and up-to-date education programs and teaching materials and methods. This paper presents a case study of a successful project (INTENSE) which tackled this challenge. Project INTENSE focuses on the need of SMEs to internationalize in order to be and stay competitive and the need for adopting educational programs in order to develop competent and employable graduates for that need and activity. HEIs that participated in this project created and evaluated new teaching resources, SMEs had the opportunity to learn about internationalization process and gather knowledge about new markets, and students built their skills and broaden their knowledge by working in international environment.

Full text

ВАЗОРАТИ МАОРИФ ВА ИЛМИ
ЉУМЊУРИИ ТОЉИКИСТОН

ВАЗОРАТИ МАОРИФ ВА ИЛМИ
ЉУМЊУРИИ ТОЉИКИСТОН
ЛОИЊАИ «РУШДИ ТАЊСИЛОТИ ОЛЇ»
Донишгоњи давлатии тиљорати Тољикистон
Донишкадаи иќтисод ва савдои
Донишгоњи давлатии тиљорати Тољикистон
дар шањри Хуљанд
ДОНИШГОЊЊОИ ШАРИК:
Донишгоњи Окани Истанбул (Туркия)
Донишгоњи фанњои амалии Лауреа (Финляндия)
БАЛАНД БАРДОШТАНИ РАЌОБАТПАЗИРИИ
ХАТМКУНАНДАГОН-ИЌТИСОДЧИЁН ДАР
АСОСИ ЉОРЇ НАМУДАНИ ПРИНСИПЊОИ
РАВАНДИ БОЛОНЇ
МАЉМЎАИ
МАЌОЛАЊОИ ИЛМИИ ОНЛАЙН-КОНФЕРЕНСИЯИ
БАЙНАЛМИЛАЛИИ ИЛМЇ-МЕТОДЇ
15-16 июни соли 2021
Хуљанд, 2021

ТДУ - 378
ТКБ - 74.58
Б 27
Муњаррирони илмї: Њошимзода Њ.Њ.
Аминов И.
Мирпочоев Д.А.
Мухторов С.С.
Комарова А.И.
Муњаррири матн: Агзамова Р.Э.
Баланд бардоштани рақобатпазирии хатмкунандагон-
иқтисодчиён дар асоси ҷорӣ намудани принсипҳои
раванди Болонӣ.//Маҷмӯаи мақолаҳои иштирокчиёни онлайн-
конференсияи байналмилалии илмӣ-методӣ (15-16 июни соли
2021). – Хуҷанд, нашриёти Ношир, 2021. – 356 с.
Дар маҷмӯаи мазкур маърӯзаҳои иштирокчиёни онлайн-конференсияи
илмӣ-методии байналмилалӣ дар мавзӯи “Баланд бардоштани рақобатпази-
рии хатмкунандагон-иқтисодчиён дар асоси ҷорӣ намудани принсипҳои ра-
ванди Болонӣ” гирд оварда шудаанд. Дар конференсия олимону мутахасси-
сон аз Донишкадаи иқтисод ва савдои Донишгоҳи давлатии тиҷорати Тоҷи-
кистон, Донишгоҳи фанҳои амалии Лауреа (Финляндия), Донишгоҳи Окани
Истанбул (Туркия), инчунин намояндагони дигар донишгоҳҳои ватанӣ ва хо-
риҷӣ иштирок намуданд. Дар маърӯзаҳо масоили баланд бардоштани рақо-
батпазирии муассисаҳои таҳсилоти олии касбӣ, баланд бардоштани сифати
таҳсилот, таъмини алоқамандии илм бо истеҳсолот, бо кор таъминшавии
хатмкунандагони ихтисосҳои иқтисодӣ, байналмилалӣ гардонидани раванди
таълим, такмили барномаҳои таҳсилот, нақшаҳои таълимии зинаи бакалав-
риат, силлабусҳои фанҳои таълимӣ, такмили методика ва тақвияти роҳҳои
инноватсионии таълим бо назардошти ҷорӣ намудани принсипҳои раванди
Болонӣ баррасӣ гардида, роҳҳои ҳалли онҳо тавсия шудаанд.
ISBN 978-99975-79-73-7

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
РЕСПУБЛИКИ ТАДЖИКИСТАН
ПРОЕКТ «РАЗВИТИЕ ВЫСШЕГО ОБРАЗОВАНИЯ»
Таджикский государственный университет
коммерции
Институт экономики и торговли
Таджикского государственного университета
коммерции в городе Худжанде
ВУЗЫ – ПАРТНЁРЫ:
Оканский университет Станбула (Турция)
Университет прикладных наук Лауреа (Финляндия)
ПОВЫШЕНИЕ КОНКУРЕНТОСПОСОБНОСТИ
ВЫПУСКНИКОВ-ЭКОНОМИСТОВ НА
ОСНОВЕ ВНЕДРЕНИЯ ПРИНЦИПОВ
БОЛОНСКОГО ПРОЦЕССА
СБОРНИК
НАУЧНЫХ СТАТЕЙ УЧАСТНИКОВ МЕЖДУНАРОДНОЙ НАУЧНО-
МЕТОДИЧЕСКОЙ ОНЛАЙН-КОНФЕРЕНЦИИ
15-16 июня 2021 года
Худжанд, 2021

УДК - 378
ББК - 74.58
Б 27
Научные редакторы: Хошимзода Х.Х.
Аминов И.
Мирпочоев Д.А.
Мухторов С.С.
Комарова А.И.
Редактор: Агзамова Р.Э.
Повышение конкурентоспособности выпускников-
экономистов на основе внедрения принципов Болонского
процесса //Сборник научных статей участников международной
научно-методической онлайн-конференции (15-16 июня 2021 г.),
Худжанд: Ношир, 2021. – 356 с.
В сборнике представлены доклады участников международной науч-
но-методической онлайн-конференции «Повышение конкурентоспособно-
сти выпускников-экономистов на основе внедрения принципов Болонского
процесса». В ней приняли участие ведущие ученые и специалисты из Ин-
ститута экономики и торговли Таджикского государственного университета
коммерции, вузов-партнеров – Университета прикладных наук Лауреа (Фин-
ляндия) и Оканского университета Стамбула, а также представители других
отечественных и зарубежных вузов. В докладах участников конференции
были затронуты вопросы повышения конкурентоспособности вузов, повы-
шения качества образования, обеспечения связи науки с производством, тру-
доустройства выпускников экономических специальностей, интернациона-
лизации учебного процесса, совершенствования образовательных программ,
учебных планов бакалавриата, силлабусов учебных дисциплин, улучшение
методики и усиление инновационных методов обучения с учетом внедрения
принципов Болонского процесса и предложены пути их достижения.
ISBN 978-99975-79-73-7

MINISTRY OF EDUCATION AND SCIENCE
OF THE REPUBLIC OF TAJIKISTAN
PROJECT «HIGHER EDUCATION DEVELOPMENT»
Tajik State University of Commerce
Institute of Economy and Trade of Tajik State
University of Commerce in Khujand
PARTNERS:
Istanbul Okan University (Turkey)
Laurea University of Applied Sciences (Finland)
INCREASING THE COMPETITIVENESS OF
GRADUATE ECONOMISTS BASED ON THE
IMPLEMENTATION OF THE PRINCIPLES OF
THE BOLOGNA PROCESS
PROCEEDINGS OF
THE INTERNATIONAL SCIENTIFIC AND METHODOLOGICAL
ONLINE CONFERENCE
June 15 - 16, 2021
Khujand, 2021

Scientic Editors: Hoshimzoda H.H.
Aminov I.
Mirpochoev D.А.
Мukhtorov S.S.
Komarova A.I.
Text Editor: Agzamova R.E.
Increasing the Competitiveness of Graduate Economists Based
on the Implementation of the Principles of the Bologna Process//
Proceedings of the International Scientic and Methodological Online
Conference (June 15-16, 2021). – Khujand: Noshir. – 356 p.
The book contains proceedings of the international scientic and method-
ological online-conference “Increasing the competitiveness of graduates-econ-
omists based on the implementation of the principles of the Bologna process.”
Leading scholars and specialists from the Institute of Economy and Trade of Tajik
State University of Commerce, partner universities – Laurea University of Applied
Sciences (Finland) and Istanbul Okan University, the university representatives
from other domestic and foreign universities participated in the work of the con-
ference. The reports of the conference speakers contained the issues of increasing
the competitiveness of universities, improving the quality of education, ensuring
the linking science to production, improving the employment of graduate-econ-
omists, enhancing the internationalization of the educational process, improving
educational programs, Bachelor curriculum, syllabuses of academic disciplines,
improving teaching methods and enhancing of usage innovative teaching methods
taking into account the implementation of the principles of Bologna process and
number of suggestions were made.
ISBN 978-99975-79-73-7

Баланд бардоштани рақобатпазирии хатмкунандагон-иқтисодчиён дар
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USE OF HIGHER EDUCATION INSTITUTIONS FOR
SME INTERNATIONALIZATION
Sunčica Oberman Peterka, Ph.D.,
Josip Juraj Strossmayer University of Osijek, Faculty of
Economics in Osijek
e-mail: suncica.oberman.peterka@efos.hr
Aleksandar Erceg, Ph.D.,
Josip Juraj Strossmayer University of Osijek, Faculty of
Economics in Osijek
e-mail: aleksandar.erceg@efos.hr
Tihana Koprivnjak, Ph.D.,
Josip Juraj Strossmayer University of Osijek, Faculty of
Economics in Osijek
e-mail: tihana.koprivnjak@efos.hr
Society development depends on strong and continuous
collaboration between all the stakeholders. HEIs that take care of
students’ employability are aware of the need for creating relationships
with companies in their ecosystem and adopting its educational
programs and other services to the needs of them. Taking into account
the needs of students and the needs of SMEs, HEI should create
relevant and up-to-date education programs and teaching materials
and methods. This paper presents a case study of a successful
project (INTENSE) which tackled this challenge. Project INTENSE
focuses on the need of SMEs to internationalize in order to be and
stay competitive and the need for adopting educational programs
in order to develop competent and employable graduates for that
need and activity. HEIs that participated in this project created and
evaluated new teaching resources, SMEs had the opportunity to learn
about internationalization process and gather knowledge about new

Баланд бардоштани рақобатпазирии хатмкунандагон-иқтисодчиён дар
асоси ҷорӣ намудани принсипҳои раванди Болонӣ
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markets, and students built their skills and broaden their knowledge
by working in international environment.
Keywords: Higher Education Institutions, teaching,
internationalization
INTRODUCTION
Innovation competences and versatile international skills can be
boosted through education, but this requires consideration of qualitative
and practical learning environments and utilization of active learning
and new teaching methods. Teachers are key players in supporting
students’ innovation-oriented action, which demands changing the
traditional teacher-centered approach. International university-
company cooperation as a learning environment enhances students’,
teachers’ and SMEs’ innovation competences, entrepreneurial skills,
and knowledge about internationalization. International university-
company cooperation can offer new innovative ideas and support for
the internationalization of SMEs’ business activities.
Business internationalization has been a topic of interest for
both researchers and practitioners for many years. Internationalization
can be dened as the geographical expansion of economic activities
over a national country’s border [1]. Although internationalization is
usually associated with large companies present on the global market,
internationalization of small and medium enterprises becomes
more critical because of the importance of SMEs in any economy.
In the European Union, 99.8% of businesses are small and medium
enterprises, accounting for 66.6% of total employment [2]. The need
for internationalization is mainly present in small economies because
the domestic market is too small for companies to grow and sustain
their competitive advantage and protability.
Companies, small or big, are motivated to internationalize
their business due to reasons such as necessity and/or possibility to
increase their sales, to diversify their operations and associated risks,
to get closer to their customers, to reduce costs of production, labor,

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and/or supply, to compensate for decline or saturation in the domestic
market, and wish to grow, and limitations of the domestic market.
Although the reasons mentioned above are sufcient, most
companies see internationalization as a risky strategy because it
forces the company to change the usual way of doing business (i.e.,
the customer wants products or services in a foreign country, margin
deterioration, etc.) and to enter an unknown, ambiguous, and un-
secure environment.
An abundance of SMEs still mainly depends on the domestic
market; moreover, majority of them are still not even considering
the possibility to internationalize due to insufcient knowledge,
competences, and lack of support [3]. If they do decide to
internationalize, they often encounter numerous obstacles. The
European Commission has recognized the importance and needs
for the internationalization of small and medium enterprises, and
consequently, it is striving to support and aid this process.
The paper aims to present how HEIs can help in enhancing
the process of SME internationalization, by equipping students as
future employees (and entrepreneurs) with needed competences and
skills for this activity. To do that, HEIs need to adopt their teaching
programs and teaching methodology to that need. In the rst part of
the paper, we will dene internationalization and why it is needed for
SMEs. In the second part of the paper, a case study of the INTENSE
(Erasmus+ project) has been presented. In the nal part of the paper,
a conclusion and further research proposal are given.
IMPORTANCE OF SME’S INTERNATIONALIZATION
The internationalization of small and medium enterprises has
been a topic of interest for researchers and practitioners for many
years. Internationalization creates business networks in different
countries through expansion, penetration, or integration [4]. It can be
dened as the geographical expansion of economic activities over a
national country’s border [1].

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One of the most important reasons why the internationalization
of small and medium enterprises is such an imperative to research and
understand lies in the signicance of small and medium enterprises for
the economy of every country. Internationalization is a way for SMEs
to grow, and it has an essential role in maintaining and improving
the company’s competitiveness. By improving the competitiveness of
SMEs, internationalization can lead to the improvement of economic
performance at the national and European levels [5]. The need for
internationalization is mainly present in small economies because the
domestic market is too small for SMEs to grow and broaden the scope of
their business. Aside from the need to sustain and grow their business, it
is almost impossible for SMEs to survive without considering the risks
and opportunities coming from the foreign and global competition [1].
Sources of motivation of SMEs to internationalize can be segmented
in the following way: (a) entrepreneurial factor – seeking growth; (b)
push factor – shortage of opportunities on domestic markets; (c) pull
factor – potential opportunities on foreign markets; (d) chance factor
– appropriate circumstances on foreign markets [6]. Several essential
views on how SMEs internationalize include Process Model, Network
Model, Born Global, and International Entrepreneurship [1], [7-9].
In the beginning, research was focused on internationalization in
phases (Uppsala model) or incremental internationalization [10]. These
theories were referred to as process models of internationalization.
The central postulate of this model is that internationalization is a
process which is developed incrementally (Figure 1).
Figure 1: Process of internationalization
Source: Adapted from [10]

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Another important model is the Innovation-related model,
which states that internationalization is somehow an innovation of the
rm [11]. Both approaches support incremental internationalization
because there is not enough relevant or experiential knowledge, and
there is a lot of uncertainty in the process [11].
As an upgrade of the Uppsala model, researchers have developed
the Network Model, which says internationalization is a growth process
achieved through social and business relationships developed over
time [12]. After strong evidence showed the importance of networks,
the authors of the Uppsala Model [13] updated their original model.
New contributions to the model relate to new knowledge created
from network relationships and recognizing opportunities from those
relationships.
However, some companies have decided to internationalize
from the very beginning. Those companies are called Born Globals.
This theory is based on three crucial assumptions: there are market
conditions that enable this, there are tremendous technological
advancements in the environment to which people have access, and
through which they gain considerable knowledge and skills, especially
owners of such companies [14].
The most recent approach to the internationalization of small
and medium enterprises is the International Entrepreneurship
Model, which emerged at the intersection of internationalization
and entrepreneurship research. International entrepreneurship can be
dened as behavior based on innovativeness, proactiveness, and risk-
taking, crossing national borders to create value in an organization
[15]. Additionally, it means that it is a process of creative seeking
and seizing opportunities outside the domestic market to achieve
sustainable competitive [16].
For SMEs, internationalization can be challenging. The
abundance of SMEs still mainly depends on the domestic market;
moreover, they are still not even considering the possibility to
internationalize due to insufcient knowledge, competences, and lack

Баланд бардоштани рақобатпазирии хатмкунандагон-иқтисодчиён дар
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of support [3]. Furthermore, even if they do decide to internationalize,
they often encounter numerous obstacles. SMEs need to decide about
the time, mode, and scope of their internationalization, considering
different internal and external factors [9]. The European Commission
has recognized the importance and needs for the internationalization
of small and medium enterprises, and consequently, it is striving to
support and aid this process. Even in the Small Business Act (SBA),
internationalization is stated as one of the means for encouraging the
development of SMEs to bene t from the growth of global markets.
In that process, they need support and mentoring. The most often
mentioned reasons for the internationalization of SMEs are shown in
Figure 2.
Figure 2: Reasons for internationalization
Figure 2: Reasons for internationalization
Source: adapted from [17], [18],
The  rst three reasons present why companies internationalize
their business, and the last one is connected to all of them since
gaining knowledge is a consequence of internationalization.
However, it also needs to precede the process of internationalization.
Without knowledge of the market and customers to which a company
plans to sell its product/service, the process of internationalization
cannot succeed. Internationalization helps companies become more
competitive in the domestic market too.
HEI EDUCATIONAL PROGRAM FOR SME
INTERNATIONALIZATION: THE CASE OF INTENSE
PROJECT

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One of the possible approaches for HEIs to help SME
internationalization lies in adapting their educational programs in
the sense of changing the content but also changing the teaching
methodology and including different stakeholders in this process.
From 2016 to 2019, the Faculty of Economics in Osijek was part of
Erasmus+ project INTENSE, whose goals corresponded to targets set
in the «Agenda for the modernization of Europe’s higher education
systems» by improving the quality and relevance of higher education,
by promoting mobility and cross-border cooperation, and by linking
higher education, research, and business. The project objectives were
developing and implementing innovative and complex teaching
modules between HEIs and SMEs to stimulate entrepreneurial behavior
and internationalization of students, HEI staff, and SMEs. This would
lead to increasing employability of HEI students and HEI university
staff and a better understanding of the process of internationalization
and its elements by SMEs. During the project, the partners established
a process for creating the teaching materials (Figure 3).
Figure 3. Creating teaching materials process
Figure 3. Creating teaching materials process
Source: adapted from [17]

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The project brought several benets: (i) students analyzed the
readiness of SMEs for internationalization as they worked on real
SME cases and developed individual situation analyses for each SME
participating in the project; (ii) HEIs got a multi-media compilation
of teaching materials relevant for internationalization of SME; (iii)
companies received tailor-made support for analyzing possibilities to
internationalize their business activities to one of the partner countries.
A pilot run was created to test the prepared teaching materials
and methodology approach. Students who took part in the pilot run
were part of the survey to obtain feed-back on teaching materials and
teaching methods.
After the pilot run, students stated that course implementation
should be better planned, with improved communication (with SMEs
and between team members), timing, denition, and division of team
roles and responsibilities. They found working in multicultural and
international teams very interesting, but quite challenging. Students
cited the differences in the academic year calendar in different countries
as the signicant issue, which needs to be better aligned for the full
run. The dates for the nal report presentation should be dened at
the beginning of the project, and rules for communication between
co-operative teams should also be set at the beginning. The company
report should be neither too complicated nor too technical. Rantanen
[19] found that such reports are helpful for companies and that they
were satised with such involvements from the student’s side. Based
on the project report, companies commented that the market was
difcult for students to understand, but they got some useful insights
for improving their business and suggestions for potential partners
which were found by students. Companies also proposed potential
improvements for the project, such as more intensive companies’
involvement throughout the whole process.
After the full run of the project activities, a similar survey
was conducted, and the companies concluded that their cooperation
with HEIs was encouraging and positive. Companies stated that

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their cooperation with HEIs and students added value to their
internationalization activities.
Education activities within the project managed to increase
companies’ internationalization. That has shown that the cooperation
concept used in this project can result in a win-win outcome for
students and SMEs since students learned lot practical and specic
things about SMEs and their internationalization. process. Besides
students developing their international (and entrepreneurial) skills,
professors have learned a great deal about international cooperation
with companies and other university partners. They have also
increased their knowledge about the internationalization of SMEs
and the close cooperation with companies that have increased their
business networks.
HOW CAN HEIS, STUDENTS AND SMES HELP EACH
OTHER
Higher education institutions (HEIs) are signicant for the
society since society development depends on the HEIs capacity to
change and react to the society needs. HEIs need to provide curricula
with practical knowledge, skills, and competencies for increasing
students’ employability and their chances of nding a place in the
labor market.
Based on conducted project and its results, further similar
activities for connecting HEIs, students, and companies should be
supported. HEIs professors should use new teaching methods and be
motivated to work and cooperate with companies and, if possible, in
the international environment. As a result of the cooperation, HEIs
can create a case studies database that can help other professors who
do not directly connect with the business sector to work with their
students on real examples.
Stakeholders (employers (in the case of this project: SMEs) and
students) are the ones who should be giving feedback on program
quality, teaching methods and potential usage of their increased

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skills and gained knowledge. To increase connection between HEIs,
students and companies, there should be «learning by doing» program
types where the students should work on real case studies. Students
should have obligatory internships and they should be exposed on
as many international experiences as possible. Additional assistance
for students can be supported (language preparation in their language
course, intercultural communication course, etc.) when students take
part in international projects.
Third part in this relation are small and medium enterprises
as a backbone of society since they account 99,8% of total number
of companies and generate 57% of value added in the EU-28 non-
nancial business sector. Almost 93% of these SMEs are micro-
SMEs employing less than 10 persons [20]. Companies are more than
willing and interested to take part in education programs, especially if
they are tailored to their needs or aimed at helping them solve some
concrete problems. Similar projects help them solve their problems
by answering initial questions and give them resources they might
lack for such activities. In case of INTENSE project, students and
HEIs helped companies understand the complexity of the process of
internationalization and and the project has helped them to get a sense
of probability for success in that market.
CONCLUSION
Although internationalization can bring numerous opportunities
for SMEs, it is still a complex process which also brings many
challenges. SMEs often lack knowledge and time to focus on this
process, therefore it is seen as a high-risk change in company’s
everyday business. However, with the right support, SMEs can feel
empowered to try to use those opportunities and seize the benets of
the internationalization.
HEI have an important role in this process. By creating courses
based on a collaboration with SMEs, HEI can educate students,
increase their employment, and provide workforce which can help

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SMEs. Additionally, HEI can offer life-long learning programs for
owners and managers of SMEs to bridge the gap of their lack of
knowledge and experience. To be able to achieve this, HEIs need to
concentrate on supporting teachers and educate them for the use of
new innovative teaching methods.
Nevertheless, there should also be support from policy level.
Raising awareness about the importance of internationalization of
SMEs and creating efcient support programs for them is a crucial
task of the responsible Ministry.
Based on the results of the INTENSE project, the following
conclusions have arisen:
- SMEs are interested in participating in projects if the activities
are tailored to their needs.
- SMEs lack knowledge on internationalization and tailor-made
programs could be benecial to them.
- SMEs lack resources (knowledge, competences, and skills, as
well as nancial resources) to start the process of internationalization
– specic programs for nancing parts of the process of
internationalization, matchmaking activities, could help them go
further.
- Students are motivated to participate in hands-on learning
activities, and they are open to new experiences.
- HEI’s professors are interested in new subjects and new ways
of teaching if they feel their improvement in those processes also.
- Policy makers are, in general, interested in supporting such
activities that connect business sector and academia and that are aimed
to increased competitiveness of all participated parties (students,
companies, HEIs).
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РОЛЬ ВУЗОВ В ИНТЕРНАЦИОНАЛИЗАЦИИ МАЛЫХ И
СРЕДНИХ ПРЕДПРИЯТИЙ
Сункика Оберман Петерка, доктор (PhD),
Университет имени Йосипа Юрая Штросмайера Осиеке
(Хорватия)
Е-mail: suncica.oberman.peterka@efos.hr
Александер Эрцег, доктор (PhD),
Университет имени Йосипа Юрая Штросмайера Осиеке
(Хорватия)
Е-mail: aleksandar.erceg@efos.hr
Тихана Копривнак, доктор (PhD),
Университет имени Йосипа Юрая Штросмайера Осиеке
(Хорватия)
Е-mail: tihana.koprivnjak@efos.hr
Развитие общества зависит от прочного и непрерывного
сотрудничества между всеми заинтересованными сторонами.
Вузы, которые заботятся о трудоустройстве студентов, осоз-
нают необходимость налаживания отношений с компаниями

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в своей экосистеме и адаптации своих образовательных про-
грамм и других услуг к их потребностям. Принимая во внима-
ние потребности студентов и потребности малых и средних
предприятий, вузы должны создавать актуальные и современ-
ные образовательные программы, а также учебные материа-
лы и методы. В данной статье представлен пример успешно-
го проекта (INTENSE), который решил эту проблему. Проект
INTENSE фокусируется на необходимости интернационализа-
ции малых и средних предприятий, чтобы быть и оставаться
конкурентоспособными, а также на необходимости принятия
образовательных программ для подготовки компетентных и
трудоспособных выпускников для данной потребности. Вузы,
участвовавшие в данном проекте, создали и оценили новые учеб-
ные материалы, МСП получили возможность узнать о процессе
интернационализации и получили информацию о новых рынках, а
студенты развили свои навыки и расширили свои знания, рабо-
тая в международной среде.
Ключевые слова: высшие учебные заведения, обучение, ин-
тернационализация.