GENERAL INFORMATION
TAM title: Closing the Skill Gaps in Higher Education
Type of Event: Seminar and workshops
Modality: Presential
Location: University of Montenegro
Country: Montenegro
Dates: 14–15 April 2025
Participants: The TAM brought together around 30 participants, including representatives of Montenegrin higher education institutions, national authorities, the Chamber of Economy of Montenegro, the Montenegrin Employers Federation, members of the HERE team, and stakeholders from the academic community. Participants represented universities, employers, and policy bodies involved in higher education reform and labour-market alignment.
THEMES COVERED
Skills gaps in higher education and the labour market
Alignment of curricula with industry and workforce needs
Entrepreneurial university ecosystems and sustainability
Academia–industry cooperation and internships
Teaching mindset and practice-based learning
Entrepreneurship education and innovation
Impact of digital technologies and AI on skills development
- Ethical issues related to AI use in education
KEY OUTCOMES
During the workshop, participants:
- Developed a shared understanding of why skills gaps occur in higher education and how they affect graduate employability.
- Examined practical strategies for aligning curricula with labour-market needs, including the use of AI and personalised learning pathways.
- Reflected on the role of teaching mindset change in fostering innovation, entrepreneurship, and future-ready skills.
- Strengthened dialogue between universities, employers, and policy stakeholders on closing skills gaps.
OVERVIEW
The two-day presential TAM focused on addressing skills gaps in higher education through curriculum alignment, innovative teaching practices, and stronger links with the labour market. The first day combined expert presentations, an interactive workshop, and a roundtable discussion involving representatives of Montenegrin universities, the Chamber of Commerce, and employers’ associations. Discussions explored the root causes of skills gaps, strategies for building a future-ready workforce, and best practices for aligning education with labour-market expectations, including the use of technology, AI, personalised learning paths, mentorship, and blended learning formats.
The second day was dedicated to a hands-on workshop on teaching mindset transformation and the creation of innovative and entrepreneurial higher education ecosystems. Through practical exercises, real-world case studies, and group discussions, participants reflected on shifting from traditional teaching models to practice-based, experiential, and interdisciplinary approaches. The TAM concluded with a joint reflection session where participants summarised key insights and formulated conclusions and recommendations for institutional change.
THE FOLLOW UP ACTIVITY
Title of the activity: Closing the Skills Gaps in Higher Education – a Follow-up Activity
Dates: 9 July 2025
Audience: The follow-up meeting gathered 14 participants, including representatives of the academic community and members of the HERE team in Montenegro. Participants were involved in higher education teaching, reform, and policy dialogue related to employability and skills development.
Description: The follow-up activity took the form of a round-table discussion organised by the HERE team in Montenegro to ensure the sustainability of the outcomes of the TAM on Closing the Skills Gaps in Higher Education. The meeting aimed to revisit the main lessons learned during the original seminar and to carry out a joint analysis of persistent challenges related to skills mismatches between higher education and the labour market.
Following introductory remarks by the Head of the National Erasmus+ Office in Montenegro, HERE members and academic representatives discussed the key conclusions of the TAM and reflected on priority areas for further action. The discussion focused on strengthening cooperation between universities, the business sector, and policymakers; improving the link between theoretical learning and practical training; and responding to labour-market needs through digital tools, artificial intelligence, and flexible learning pathways such as micro-credentials. The follow-up activity concluded with agreement on maintaining dialogue with relevant stakeholders and using the outcomes as input for future policy-oriented initiatives and dissemination through a SPHERE publication.
ENHANCING IMPACT: PROPOSED NEXT STEPS
- Prioritise digital literacy and AI competencies for both students and academic staff to better prepare graduates for future labour-market needs.
- Strengthen university–industry collaboration to align curricula with real-world skills requirements.
- Support practice-based, experiential, and entrepreneurial teaching approaches across disciplines.
- Invest in faculty development and interdisciplinary teaching teams to enable teaching transformation.
- Embed internationalisation and mobility initiatives as tools for enhancing skills development and global competitiveness.
RESOURCES AND BACKGROUND MATERIAL
- Boutillier, S., Carré, D. & Levratto, N. (2016). Entrepreneurial Ecosystems. John Wiley & Sons. Available at: https://www.wiley.com/en-au/Entrepreneurial+Ecosystems-p-9781119285175
- Neck, H. M., Theodoraki, C. & Boronat-Clavijo, B. (eds) (2025). Developing Entrepreneurial Mindsets, Ideas, and Opportunities: A Guide for Educators. Edward Elgar Publishing. Available at: https://www.e-elgar.com/shop/gbp/developing-entrepreneurial-mindsets-ideas-and-opportunities-9781035314126.html
- Huggins, R., Kitagawa, F., Prokop, D., Theodoraki, C. & Thompson, P. (eds.) (2024). Entrepreneurial Ecosystems in Cities and Regions: Emergence, Evolution, and Future. Oxford: Oxford University Press. Available at: https://global.oup.com/academic/product/entrepreneurial-ecosystems-in-cities-and-regions-9780192866264
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