Description
During this explanation about teaching entrepreneurship in hungary.
1
Krisztián Csapó
Assistant Professor
E-mail: [email protected] and
Attila Pethoe
Assistant Professor
E-mail: [email protected]
Corvinus University of Budapest
Hungary
TEACHING ENTREPRENEURSHIP IN HUNGARY
Following a short introduction about the importance of entrepreneurship education we highlight the roots and
history of entrepreneurship education in Hungary. After that the paper focuses on the present and demonstrates
how the system of entrepreneurship education looks like nowadays. In this practical focus paper we introduce
the program of the Corvinus University of Budapest, and the best practices of other leading Hungarian
universities in order to help in building up a database from the international best practices.
INTRODUCTION
1
Fostering entrepreneurial attitude and activity is particularly important for Europe, as here the
entrepreneurial activity and the number of start-up firms are lower then in the U.S.A. (De, 2001). The
images of entrepreneurs have always been stronger in the US than in Europe; where becoming an
entrepreneur has long been regarded as an unsafe and risky option. On the old continent educational
institutions have never laid enough emphasis on entrepreneurship education, rather the final goal of the
educational path was rather to produce employees working for big multinational companies or public
administration (European Commission, 2004b).
This view has changed a lot in recent years, as both the European Commission and the European
Parliament regard the creation of an entrepreneurial Europe (European Commission, 2003) as an
essential goal. Europe needs new prospering firms led by creative and innovative entrepreneurs. One of
the most successful ways to promote entrepreneurship can be done through education.
It is recognised that education can greatly contribute to creating a more entrepreneurial culture, starting
with young people at school. Promoting entrepreneurial culture and developing entrepreneurial skills
and attitudes provides benefits to society even beyond their application to new business ventures. In a
broad sense, entrepreneurship can be considered as a general attitude that can be applied in almost
every field of everyday life. Everybody has to be an entrepreneur to some extent, or at least everybody
should be familiar with the entrepreneurial attitude. Therefore, the objectives of education are to
promote the development of those qualities in of young people, which are considered as the basis of the
entrepreneurial attitude, such as creativity, the spirit of initiative, responsibility, capability of bearing
risk and independence. This entrepreneurial attitude can be fostered even among primary school
students (European Commission, 2004c). These skills will see people through their whole lives, as the
students of the primary and secondary schools are the entrepreneurs of the future. The importance of
fostering entrepreneurial attitudes amongst youngsters is emphasized in the Entrepreneurship Action
Plan of the European Commission published in February 2004 (European Commission, 2004d).
1
Based on Szirmai, P., Csapo, K. (2006): From Student to Entrepreneur – A Hungarian Experience of Entrepreneurship
Teaching. Working Paper, NCGE Working Paper Series
2
Entrepreneurship education at universities is also crucial for Europe. Students graduating from
universities can be the high-potential entrepreneurs of the future.
THE BEGINNING OF ENTREPRENEURSHIP EDUCATION IN HUNGARY
After the change of regime, in the beginning of the 90s – when starting of new businesses was allowed
again – the demand for obtaining entrepreneurial skills and knowledge which can be used by people
considering establishing and running a new enterprise has grown significantly. There were no
Hungarian best practices to follow (and the existing entrepreneurial knowledge accumulated during the
previous regime was not applicable to the new circumstances), so entrepreneurs had to learn from their
own mistakes what being their own master means and how they can manage their firms. There was no
Hungarian curriculum in the field of entrepreneurship education available, therefore domestic
adaptations of successful Western programs appeared relatively fast.
These entrepreneurship education programs were very practical. Fitting into the curriculum of the
education systems of secondary schools they acquainted the students with successful existing
enterprises, or they tried to introduce them to the lives of the entrepreneurs through establishing
simulated firms. This period can be characterised by fast and attractive growth in the field of the
entrepreneurial curriculum. Slowly the first Hungarian initiatives appeared which focused on
acquainting the students with entrepreneurial skills and introducing them to entrepreneurial thinking
(Szirmai, 2001).
ENTREPRENEURSHIP EDUCATION AT SECONDARY SCHOOL LEVEL
Promoting economic sensibility and judgement of teenagers can not only achieved by lessons and
various programs being taught and offered by secondary schools. There are several programs and
movements for teenagers, which have the goal of introducing secondary school students to business life
and presenting them the elements of entrepreneurial success (Kádek, 2004).
Although entrepreneurship can be taught at primary schools, macro issues require stronger abstractive
skills. More complex business calculations can be done with teenagers above 14, and some economic
political issues require open-minded students of the age of 18. Therefore entrepreneurial education is
mainly focused on secondary school and university students (Kádek, 2004).
Amongst the first initiatives were established the Hungarian branches of two successful international
programs: the Junior Achievement and Young Enterprise programs. Both have the aim of diffusing an
entrepreneurial attitude amongst Hungarian secondary school students, The Junior Achievement
Hungary Foundation was founded in 1992, and nowadays (after merging with the Young Enterprise
Hungary Foundation) its program is taught in 321 secondary schools, and more than 57,000 students
have participated in these programs.
Among their activities, JA-YE organise school programmes based on “learning by doing”, by means of
students creating and running mini-companies (practice firms) during one school year. These are real
enterprises operating in a protected environment, producing and selling real products or services. These
companies promote the improvement of creativity of the participants in order to generate practical
business ideas. The students learn to be responsible for their work, and they can get to know
themselves better through this project (ESZA, 2004).
At the same time as the above mentioned foundations started their activities in Hungary, in several
economic and commercial secondary schools training offices were established. These are specially
furnished rooms where all kind of offices are imitated. They are supplied with all kinds of equipment
(i.e. phone, fax, photocopier, internet, computers with software) that is necessary for running a
company. In these offices classes are operating their practice firms. This kind of training method is
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based on the simulation of entrepreneurial life in order to study the changing operations and the
preconditions of running a successful enterprise. The students plan and set up the operational system of
an enterprise and run it like a real firm. They also define the tasks that the class has to solve and create
positions. They have various roles as managing director, manager of sales, marketing account manager,
accountant etc. according to the organisation of the firm.
The importance of these training offices confirms the fact that they can help to solve the biggest
problem of the Hungarian educational system as it provides the students with practical business
knowledge. The training offices have developed a lot in the last 15 years; nowadays almost all of the
economic and commercial secondary schools are equipped with them.
ENTREPRENEURSHIP EDUCATION IN THE HIGHER EDUCATION
During the years prior to the changing of the political system, not only there were no courses aimed at
providing students with entrepreneurial education, but there was not even an extended system of
economic education at the college and university level. This situation has significantly changed and
transformed in the course of recent years. Initially it was management that was taught in the course of
economic education offered at universities, and then a similar process took place as earlier in the
United States (King, 2001): the management courses were offered with unchanged content as
entrepreneurial courses. Courses providing independent entrepreneurial education were also
subsequently offered, after these proved to be successful and as more and more entrepreneurial
knowledge and experience was accumulated, and in several institutes of higher education complete
training programmes and specialisations were offered to students. Entrepreneurial courses may be
divided into two main groups according to their topics: one group includes courses on enterprises
(economic policy), the other includes business courses for entrepreneurs (Edwards et al., 2005). Almost
all leading universities and colleges in Hungary offer such courses today. In the meantime, the number
of colleges, university faculties and private institutions focusing specifically on business education
increased greatly. These higher education institutions (HIEs) had to deal with the reform of their
entrepreneurship programmes and curricula in the last years in order to comply with the prerequisites
of the Bologna education system. In Hungary the year of 2006/2007 was the first, when all of the
students started a program fitting in the new system.
THE BOLOGNA PROCESS
In 1999 the ministers of education from 29 European countries signed a declaration in the Italian city of
Bologna with the purpose of creating the “European higher education area (EHEA) by harmonising
academic degree standards and quality assurance standards throughout Europe for each faculty and its
development” (Wikipedia, 2006). This initiative was opened up to other European countries. Since the
Declaration 45 countries have joined to the initiative.
The main objectives of the Bologna declaration are to increase the mobility and employability of
European higher education graduates thus ensuring competitiveness of European higher education on
the world scale. It can be achieved “through increased transparency of educational systems and trust
among the educational systems that in turn will be based upon quality assurance of programmes and
institutions” (ACE, 2006). The main tools of transparency are the issuing of the Joint European
Diploma Supplement to all graduates and the usage of a credit system.
In the Bologna Declaration ten action lines have been identified to make the EHEA a reality including
(Queen’s University, 2006):
? Adoption of a system essentially based on two cycles (Bachelor and Masters) where the first
cycle should be a minimum of three years;
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? Adoption of a system of easily readable and comparable degrees (enabling HEIs, employers and
graduates to understand the level and nature of different countries' degrees);
? Establishment of a system of credits, such as the European Credit Transfer System (ECTS);
? Promotion of mobility;
? Promotion of European co-operation in quality assurance; and
? Promotion of the European dimension in higher education.
ECTS credit allocations were associated with the end of the first and second cycles as follows (Queen’s
University, 2006):
? First cycle - typically 180-240 ECTS credits
? Second cycle - typically 90-120 ECTS, "with a minimum of 60 credits at the level of the 2nd
cycle"
? No typical credit allocations were included for the third cycle (Doctoral level).
CASE STUDY OF THE CORVINUS UNIVERSITY OF BUDAPEST
As many other Hungarian HIEs, the Corvinus University of Budapest had its entrepreneurship
education system before 2006. The Small Business Research Group started its operation in 1989 at our
university (former Budapest University of Economic Sciences). This organizational unit announced the
establishment of the academic minor in entrepreneurship, which turned out to be very popular among
students, as fresh graduates were almost always guaranteed to have good job prospects and to receive
competitive salaries.
In August 2000 the Small Business Development Centre (SBDC) was established as the descendant of
the Small Business Research Group. The Centre seeks to realize the original objectives at a higher
level, and within this framework, an academic major in entrepreneurship was introduced during the
2002/2003 academic year.
In 2005 the SBDC (a group of our colleagues formed the Department of Strategic and Project
Management) and the Department of Corporate Finance established the Institute for Enterprise
Development to widen their research and educational activity. During the same time SBDC reformed
its entrepreneurship curriculum and converted it to “Bologna compatible”. Nowadays the university
offers the following courses/programmes to the students:
Bachelor level:
Starting and managing small businesses is a complimentary course for all students of the Management
and Organization BA programme, and an elective course for the students of other BAs. This is an
introductory course which gives an overall picture of small businesses and of the necessary knowledge
about small businesses.
Entrepreneurship and Small Business Management major for the students of the Management and
Organization BA programme. The major consists of 4 courses (see annex 1):
? Small Business Finance – the aim of this course is twofold: firstly, to teach the students how to
manage the finance of an SME; second to understand how to deal with SMEs in case of the
students decide to work at banks or other financial institutions dealing with SMEs.
? Business Planning – In our days it is more and more important the ability of making an
authentic business plan, first of all it is necessary for the EU tenders. So the aim of this course is
preparing the students how to make a business plan which can apply with chance for an EU
tender or a bank credit. During the course the students get a concrete theoretical and practical
knowledge about the methods and usage of business planning. The students have to find out an
own business idea and they have to develop it to a business plan during the semester.
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? Small Business Management – during the semester successful managers and entrepreneurs came
and tell stories about their works, successes and failures. At the end of the semester the students
have to write an essay in which they summarize their observations. The students like this
subject because they can meet with famous and successful people and can ask some questions,
too.
? Small Business Marketing - This course teaches the management of one of the enterprise
success factors. Content: introducing the role of marketing factor in small businesses, market
research, marketing communication, positioning, pricing, product development, innovation
management, sales and e-business studies on the level of small businesses.
SBDC also offers the following two electives to its students:
? International Entrepreneurship - this is an international business planning course in
collaboration with the entrepreneurship minor of the PennState University (USA) taught partly
online. The course will teach the students, as aspiring business owners, the information and
skills they need in four fundamental elements of business planning: Plan for business success;
Plan for the business to meet the needs of the marketplace; Plan for business cash flow needs
and operation.
? E-business and innovation – This course consists of two connected blocks. The aim of first
block is the introduction into the important role and the possible application of the e-business in
the SMEs. The second block deals with the theory and practise of the innovation. During this
the students can learn the determinative factors, the planning and the implementation of the
innovation. The emphasis of the course is on that knowledge which can be useful for SMEs.
? Entrepreneurship for CEMS program – Community of European Management Schools, has a
high level standard program, which is supervised by the CEMS academic board. This course is
built on international case studies, and developed every year according to Harvard participant-
learning method.
? Interuniversitas Spinn-off Club - Offers several out of class experiences, to test students
business opportunities in real life. They can meet business angels, get professional consultancy,
and receive some initial capital to lunch the business.
? Social Enterprise- This course offers a great experience to get to know the non-profit world.
During the semester students has to do voluntary work, to develop non-profits to become more
professional and sustainable. They get to know all the theories like business ethics, corporate
social responsibility, social responsibility, local development.
Master level:
The development of the programme for the Entrepreneurship Development and Innovation Master was
finished recently, it will be first offered to students in the academic year of 2008/2009. There might be
smaller changes in the course structure of the program until its start. Therefore we have no experience
about the program until now. The proposed program of this master can be found in annex 2.
In Hungary every bachelor and master program is created in collaboration with several universities,
therefore all universities are offering the same BA and MA courses under these program names.
Doctoral level:
At doctoral level totally different education is needed, as Ph.D. students will be the educators of the
future. Therefore this kind of courses can not be formalized, a more practical education is needed for
them with field studies, study-abroad possibilities and research projects. That’s why at Corvinus
University Ph.D. students dealing with entrepreneurship are students of the Business Administration
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Doctoral Programme, and they are associated to the Small Business Development Center. There are no
concrete entrepreneurship courses for them, they have to take part in the research, publication and
education activity of the SBDC.
Other initiatives in the field of entrepreneurship education at the CUB
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In the spring of 2003, the Small Enterprise Development Centre went beyond the usual courses and
specialisations in entrepreneurial education, when it announced the launching of the “Enterprise-
friendly University – Enterprising Students” Programme for the students of the university. Under this
programme, we provide help in the entrepreneurial preparation of students by way of an activity
research in such a way that, in addition to their theoretical studies of economics, we also motivate them
to set up their own enterprises. In the framework of the project we announce a public competition for
students to prepare business plans for enterprises that they undertake to implement in case of winning
the competition. Unlike in case of other business plan writing competitions, the main evaluation
criterion is not the precision of details in the business plan, but rather that the idea for the enterprise on
which it is based is realistic, and that the students joining forces to implement it are convincing and
committed enough and capable of bringing their ideas to life. The students or teams of students who are
best prepared and have the most transparent objectives receive financial support for establishing their
enterprises.
The initial capital necessary for the operation of the project was received by the university from the
private sector, thereby setting a good example for cooperation between the private sector and the
university that is mutually beneficial to both parties. The funds won at the competition (maximum
500,000 Hungarian Forints – about 2,000 EUROs) are transferred to the bank accounts of the newly
established companies on the basis of approved expense plans, thus making it possible that these
companies not to create a financial loss to their founders even if the only profits from the first wing-
beats during the initial year only help students learn in practice what it means to operate an enterprise,
build connections and what marketing is like when it has a direct influence on their own pockets. The
term of the contract signed with the students’ enterprises is one year, and the companies established
should theoretically be terminated upon expiry of the one year, since in case the students finish their
studies and leave the university, the institution can no longer take responsibility for the cooperation.
The aim, of course is not failure (although there is a lot to learn from failures as well), but success in
business: enterprises are supported in this by way of a mentor appointed to each company by the
SBDC, who helps the team with advice, provides assistance in the solution of the problems arising,
while all tasks related to the operative management of the company are performed by the enterprising
students. Mentors are Ph.D. students of the SBDC, as well as entrepreneurs with significant business
experiences. Mentors’ experiences are successfully used in the course of the entrepreneurial education:
their existing enterprises are used as good examples for students in entrepreneurial education courses.
The SBDC itself functions as a virtual incubator for the students’ enterprises.
It is already obvious that these experimental enterprises fulfil their educational function, since the
companies are not even registered when the experiences already start to accumulate: for example,
students soon realise the difficulties inherent with finding a company name which is expressive but is
not yet taken, as well as the fact that a larger number of members in the enterprising team
unquestionably constitutes significant empirical capital, but arranging for all members to sign a
document at short notice may pose problems.
2
Based on Szirmai, P., Csapo, K. (2006): From Student to Entrepreneur – A Hungarian Experience of Entrepreneurship
Teaching. Working Paper, NCGE Working Paper Series
7
The project at the same time also serves as a research project for the SBDC, in line with the
methodological efforts to acquaint students with the world of enterprises. The students’ enterprises
established also function as research topics for other university students, and the best teams regularly
report on their experiences to fellow students. This model has served as the basis of several student
research papers and theses. Upon the expiry of the term of one year, the ties with the enterprises
established with our support are not cut, but are maintained by way of an alumni association
specifically created for this purpose. This provides an opportunity for them to meet regularly, to
exchange their experiences, and there have even been cases when they concluded business deals with
each other. Advice is provided to the companies as necessary, when they turn to the SBDC for
assistance, but the financial support and their accompanying reporting obligation comes to an end after
the elapse of the one year.
BEST PRACTICES FROM OTHER HUNGARIAN UNIVERSITIES
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University of Debrecen: Although management education was only started at this university in 1993,
the institution has several good experiences with entrepreneurship education. Students attending the
Entrepreneurship management program gain a lot of knowledge about establishing and starting a new
business, law and financial issues. The course “Small business management” helps also students to get
deeper view about management of SMEs. In frame of a TEMPUS project small business owners were
offered several practical courses. In partnership with other universities from Finland, Portugal, Poland
and Belgium a new entrepreneurship curricula was developed for innovative small firms in frame of a
Leonardo project.
University of Miskolc: offers one of the widest spectrum of courses to its students in Hungary. The
university also offers an enterprise friendly environment for those who would like to start their
businesses during the university years. Students attending the entrepreneurship program not only work
with case studies, but also meet with real entrepreneurs and get useful practical knowledge from them.
University of Pécs: has a very practise based entrepreneurship program. The university focuses on
giving both theoretical knowledge and real life experience to the students through bringing in
entrepreneurs who share their experiences with the students. The course called “Research in
entrepreneurship” is unique in Hungary. Students attending this can also get deeper insight to the
everyday life of small businesses and the challenge of carrying out research in this segment. Students
completing the entrepreneurship major at the university receive the certificate of the University of
Ohio.
Széchenyi István University (Gy?r): launched a software (“Business Simulation Challenge”) in 2005 in
order to support students in entrepreneurship education. Every year 100 students are attending this
course and get deeper insight to entrepreneurship.
3
Based on: Szerb, L. – Márkus, G. (2006)
8
References
ACE EAIE professional section of Admissions Officers & Credential evaluators (2006): About
Bologna process in short. Available at:http://www.aic.lv/ace/ace_disk/Bologna/about_bol.htm -
07/07/2006
De, D. (2001):Fostering Entrepreneurship in Europe. Published in: Lundström, A., & Stevenson, L.
Entrepreneurship Policy for the Future: Volume 1 of the Entrepreneurship for the Future Series,
107-130. Swedish Foundation of Small Business Research.
ESZA (2004): Vállalkozói készségek fejlesztése a középfokú és fels?oktatásban, Budapest, available
at:http://vallalkozas.esf.hu/data/publication_24.pdf
Edwards, L-J, Muir, E. J. (2005): Promoting entrepreneurship at the University of Glamorgan through
formal and informal learning. Journal of Small Business and Enterprise Development, Vol. 12,
No. 4, pp. 613-626.
European Commission (2003): Creating an entrepreneurial Europe – The Activities of the European
Union for small and medium-sized enterprises (SMEs), COM (2003) 26, 21.01.2003, available at:http://europa.eu.int/comm/enterprise/entrepreneurship/promoting_entrepreneurship/doc/2003sec5
8_en.pdf
European Commission (2004b): Helping to create an entrepreneurial culture - A guide on good
practices in promoting entrepreneurial attitudes and skills through education, Luxemburg,
available at:http://europa.eu.int/comm/enterprise/entrepreneurship/support_measures/training_education/doc/
entrepreneurial_culture_en.pdf
European Commission (2004c): Making Progress in promoting entrepreneurial attitudes and skills
through Primary and Secondary education. Final Report of the Expert Group „Education for
Entrepreneurship. European Commission Enterprise Directorate-General, Brussels, Belgium,
available at:http://europa.eu.int/comm/enterprise/entrepreneurship/support_measures/training_education/doc/
entrepreneurship_education_final_en.pdf
European Commission (2004d): Entrepreneurship Action Plan, available at:http://europa.eu.int/comm/enterprise/entrepreneurship/action_plan.htm
Kádek, I. (2004): Út a sikeres vállalkozás-tanításhoz. BVB Nyomda és Kiadó Kft., Eger
King, S. W. (2001), Entrepreneurship Education: What the Consumer values. Proceedings of the 46th
International Council for Small Business. Taipei. Taiwan. pp. 123-137
Queen’s University Belfast (2006): Background information on the Bologna Process. Available at:http://www.qub.ac.uk/directorates/AcademicStudentAffairs/QualityAssuranceandPartnerships/Bo
lognaProcess/
Szerb, L. – Márkus, G. (2006): Nemzetközi felmérés az egyetemi hallgatók vállalkozói aktivitásáról:
Magyarország 2006. Available at: www.isce.ch/PDF/ISCE_2006_Hungary.pdf
Szirmai, P. (2001): Vállalkozásoktatás és helyreállítási periódus, Vezetéstudomány, Vol. 32. No. 1.,
pp. 12-20.
Szirmai, P., Csapo, K. (2006): From Student to Entrepreneur – A Hungarian Experience of
Entrepreneurship Teaching. Working Paper, NCGE Working Paper Series
Wikipedia (2006): The Bologna Process. Available at:http://en.wikipedia.org/wiki/Bologna_process -
07/07/2006
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Annex 1
BA IN MANAGEMENT AND ORGANIZATION
Weekly hour (h) and credit number (c)
I. II. III. IV. V. VI.
Name
semester
h c h c h c h c h c h C
A) GENERAL MODUL
A.1) Methodological module
Mathematics I. and II. 3 4 3 4
Business mathematics 3 4
Statistics I. and II. 3 4 3 4
Informatics 2 3
A.2) Theoretical – economic modul e
Microeconomics 3 4
Macroeconomics 3 4
Finance 3 4
International economy 3 4
Compulsorilyelectivecourses 2 3 2 3
European Union studies
Environmental management
Labour economy
Business geography
A.3) Elective sociological and general modul e 2 3 2 3 2 3
Government business politics
Business psychology
Business sociology
Philosophy
Introduction to politology
History of economy
B) BUSINESS MODUL
B.1) Obligatory business courses
Corporate management 4 5
Marketing 3 4
Business informatics 2 3
Human resources 2 3
Accounting 4 5
Management 3 4
Corporate Finance 4 5
Business law 3 4
Organisational behaviour 2 3
B2. Foreign business language module
B3. Skills development module
10
Learning and research methods 2 3
Communication practice 2 3 2 3
A-B Elective course 2 3 2 3
A-B. Subtotal 20 28 23 32 22 29 7 10 2 3 2 3
B) BUSINESS MODUL
B.1) Obligatory business courses
E-Business 2 3
Activity management 3 4
Decision technics 3 4
Strategy and business planning 3 4
Controlling 3 4
Customer behaviour 3 4
Business ethics 3 4
Starting and managing small businesses 3 4
Executive accounting 4 5
Business law II: corporate law, contracts 3 4
Taxation studies 2 3
Project management 2 3
C module altogether (weekly hours and credits) 3 4 11 15 13 17 7 10
D. Courses of the majors
D1
Entrepreneurship and Small Business
Management Major
B.1) Obligatory business courses
Small Business Finance and Taxation 4 5
Business Planning 4 5
Small Business Marketing 4 5
Small Business Management 4 5
Elective courses (9 credit) 2 3 4 6
D1 major altogether (weekly hours and credits) 10 13 12 16
D2 Business communication major
D3 Business administration theory major
D4 Environmental management major
D5 DSG (German language) major
11
Annex 2
MA IN BUSINESS INNOVATION AND DEVELOPMENT
Course Semester Lecture/seminar credit
Corporate Strategy 1 2/2 5
Business Innovation 1 4/0 5
Financial Analysis 1 2/2 5
E-Business 1 2/2 5
Elective 1 2/2 4
Project Management 2 2/2 5
Innovation methods 2 2/2 5
Corporate Finance 2 2/2 5
Decision-making Methods and Tools 2 2/2 5
Business Communication 2 0/4 4
Elective 2 3
Business Development Policy 3 4/0 5
Business at Services 3 2/2 5
Businesses in the Global Market 3 4/0 4
Electives (3 courses) 3 15
Thesis writing 4 20
Electives (2 courses) 4 10
doc_448917122.pdf
During this explanation about teaching entrepreneurship in hungary.
1
Krisztián Csapó
Assistant Professor
E-mail: [email protected] and
Attila Pethoe
Assistant Professor
E-mail: [email protected]
Corvinus University of Budapest
Hungary
TEACHING ENTREPRENEURSHIP IN HUNGARY
Following a short introduction about the importance of entrepreneurship education we highlight the roots and
history of entrepreneurship education in Hungary. After that the paper focuses on the present and demonstrates
how the system of entrepreneurship education looks like nowadays. In this practical focus paper we introduce
the program of the Corvinus University of Budapest, and the best practices of other leading Hungarian
universities in order to help in building up a database from the international best practices.
INTRODUCTION
1
Fostering entrepreneurial attitude and activity is particularly important for Europe, as here the
entrepreneurial activity and the number of start-up firms are lower then in the U.S.A. (De, 2001). The
images of entrepreneurs have always been stronger in the US than in Europe; where becoming an
entrepreneur has long been regarded as an unsafe and risky option. On the old continent educational
institutions have never laid enough emphasis on entrepreneurship education, rather the final goal of the
educational path was rather to produce employees working for big multinational companies or public
administration (European Commission, 2004b).
This view has changed a lot in recent years, as both the European Commission and the European
Parliament regard the creation of an entrepreneurial Europe (European Commission, 2003) as an
essential goal. Europe needs new prospering firms led by creative and innovative entrepreneurs. One of
the most successful ways to promote entrepreneurship can be done through education.
It is recognised that education can greatly contribute to creating a more entrepreneurial culture, starting
with young people at school. Promoting entrepreneurial culture and developing entrepreneurial skills
and attitudes provides benefits to society even beyond their application to new business ventures. In a
broad sense, entrepreneurship can be considered as a general attitude that can be applied in almost
every field of everyday life. Everybody has to be an entrepreneur to some extent, or at least everybody
should be familiar with the entrepreneurial attitude. Therefore, the objectives of education are to
promote the development of those qualities in of young people, which are considered as the basis of the
entrepreneurial attitude, such as creativity, the spirit of initiative, responsibility, capability of bearing
risk and independence. This entrepreneurial attitude can be fostered even among primary school
students (European Commission, 2004c). These skills will see people through their whole lives, as the
students of the primary and secondary schools are the entrepreneurs of the future. The importance of
fostering entrepreneurial attitudes amongst youngsters is emphasized in the Entrepreneurship Action
Plan of the European Commission published in February 2004 (European Commission, 2004d).
1
Based on Szirmai, P., Csapo, K. (2006): From Student to Entrepreneur – A Hungarian Experience of Entrepreneurship
Teaching. Working Paper, NCGE Working Paper Series
2
Entrepreneurship education at universities is also crucial for Europe. Students graduating from
universities can be the high-potential entrepreneurs of the future.
THE BEGINNING OF ENTREPRENEURSHIP EDUCATION IN HUNGARY
After the change of regime, in the beginning of the 90s – when starting of new businesses was allowed
again – the demand for obtaining entrepreneurial skills and knowledge which can be used by people
considering establishing and running a new enterprise has grown significantly. There were no
Hungarian best practices to follow (and the existing entrepreneurial knowledge accumulated during the
previous regime was not applicable to the new circumstances), so entrepreneurs had to learn from their
own mistakes what being their own master means and how they can manage their firms. There was no
Hungarian curriculum in the field of entrepreneurship education available, therefore domestic
adaptations of successful Western programs appeared relatively fast.
These entrepreneurship education programs were very practical. Fitting into the curriculum of the
education systems of secondary schools they acquainted the students with successful existing
enterprises, or they tried to introduce them to the lives of the entrepreneurs through establishing
simulated firms. This period can be characterised by fast and attractive growth in the field of the
entrepreneurial curriculum. Slowly the first Hungarian initiatives appeared which focused on
acquainting the students with entrepreneurial skills and introducing them to entrepreneurial thinking
(Szirmai, 2001).
ENTREPRENEURSHIP EDUCATION AT SECONDARY SCHOOL LEVEL
Promoting economic sensibility and judgement of teenagers can not only achieved by lessons and
various programs being taught and offered by secondary schools. There are several programs and
movements for teenagers, which have the goal of introducing secondary school students to business life
and presenting them the elements of entrepreneurial success (Kádek, 2004).
Although entrepreneurship can be taught at primary schools, macro issues require stronger abstractive
skills. More complex business calculations can be done with teenagers above 14, and some economic
political issues require open-minded students of the age of 18. Therefore entrepreneurial education is
mainly focused on secondary school and university students (Kádek, 2004).
Amongst the first initiatives were established the Hungarian branches of two successful international
programs: the Junior Achievement and Young Enterprise programs. Both have the aim of diffusing an
entrepreneurial attitude amongst Hungarian secondary school students, The Junior Achievement
Hungary Foundation was founded in 1992, and nowadays (after merging with the Young Enterprise
Hungary Foundation) its program is taught in 321 secondary schools, and more than 57,000 students
have participated in these programs.
Among their activities, JA-YE organise school programmes based on “learning by doing”, by means of
students creating and running mini-companies (practice firms) during one school year. These are real
enterprises operating in a protected environment, producing and selling real products or services. These
companies promote the improvement of creativity of the participants in order to generate practical
business ideas. The students learn to be responsible for their work, and they can get to know
themselves better through this project (ESZA, 2004).
At the same time as the above mentioned foundations started their activities in Hungary, in several
economic and commercial secondary schools training offices were established. These are specially
furnished rooms where all kind of offices are imitated. They are supplied with all kinds of equipment
(i.e. phone, fax, photocopier, internet, computers with software) that is necessary for running a
company. In these offices classes are operating their practice firms. This kind of training method is
3
based on the simulation of entrepreneurial life in order to study the changing operations and the
preconditions of running a successful enterprise. The students plan and set up the operational system of
an enterprise and run it like a real firm. They also define the tasks that the class has to solve and create
positions. They have various roles as managing director, manager of sales, marketing account manager,
accountant etc. according to the organisation of the firm.
The importance of these training offices confirms the fact that they can help to solve the biggest
problem of the Hungarian educational system as it provides the students with practical business
knowledge. The training offices have developed a lot in the last 15 years; nowadays almost all of the
economic and commercial secondary schools are equipped with them.
ENTREPRENEURSHIP EDUCATION IN THE HIGHER EDUCATION
During the years prior to the changing of the political system, not only there were no courses aimed at
providing students with entrepreneurial education, but there was not even an extended system of
economic education at the college and university level. This situation has significantly changed and
transformed in the course of recent years. Initially it was management that was taught in the course of
economic education offered at universities, and then a similar process took place as earlier in the
United States (King, 2001): the management courses were offered with unchanged content as
entrepreneurial courses. Courses providing independent entrepreneurial education were also
subsequently offered, after these proved to be successful and as more and more entrepreneurial
knowledge and experience was accumulated, and in several institutes of higher education complete
training programmes and specialisations were offered to students. Entrepreneurial courses may be
divided into two main groups according to their topics: one group includes courses on enterprises
(economic policy), the other includes business courses for entrepreneurs (Edwards et al., 2005). Almost
all leading universities and colleges in Hungary offer such courses today. In the meantime, the number
of colleges, university faculties and private institutions focusing specifically on business education
increased greatly. These higher education institutions (HIEs) had to deal with the reform of their
entrepreneurship programmes and curricula in the last years in order to comply with the prerequisites
of the Bologna education system. In Hungary the year of 2006/2007 was the first, when all of the
students started a program fitting in the new system.
THE BOLOGNA PROCESS
In 1999 the ministers of education from 29 European countries signed a declaration in the Italian city of
Bologna with the purpose of creating the “European higher education area (EHEA) by harmonising
academic degree standards and quality assurance standards throughout Europe for each faculty and its
development” (Wikipedia, 2006). This initiative was opened up to other European countries. Since the
Declaration 45 countries have joined to the initiative.
The main objectives of the Bologna declaration are to increase the mobility and employability of
European higher education graduates thus ensuring competitiveness of European higher education on
the world scale. It can be achieved “through increased transparency of educational systems and trust
among the educational systems that in turn will be based upon quality assurance of programmes and
institutions” (ACE, 2006). The main tools of transparency are the issuing of the Joint European
Diploma Supplement to all graduates and the usage of a credit system.
In the Bologna Declaration ten action lines have been identified to make the EHEA a reality including
(Queen’s University, 2006):
? Adoption of a system essentially based on two cycles (Bachelor and Masters) where the first
cycle should be a minimum of three years;
4
? Adoption of a system of easily readable and comparable degrees (enabling HEIs, employers and
graduates to understand the level and nature of different countries' degrees);
? Establishment of a system of credits, such as the European Credit Transfer System (ECTS);
? Promotion of mobility;
? Promotion of European co-operation in quality assurance; and
? Promotion of the European dimension in higher education.
ECTS credit allocations were associated with the end of the first and second cycles as follows (Queen’s
University, 2006):
? First cycle - typically 180-240 ECTS credits
? Second cycle - typically 90-120 ECTS, "with a minimum of 60 credits at the level of the 2nd
cycle"
? No typical credit allocations were included for the third cycle (Doctoral level).
CASE STUDY OF THE CORVINUS UNIVERSITY OF BUDAPEST
As many other Hungarian HIEs, the Corvinus University of Budapest had its entrepreneurship
education system before 2006. The Small Business Research Group started its operation in 1989 at our
university (former Budapest University of Economic Sciences). This organizational unit announced the
establishment of the academic minor in entrepreneurship, which turned out to be very popular among
students, as fresh graduates were almost always guaranteed to have good job prospects and to receive
competitive salaries.
In August 2000 the Small Business Development Centre (SBDC) was established as the descendant of
the Small Business Research Group. The Centre seeks to realize the original objectives at a higher
level, and within this framework, an academic major in entrepreneurship was introduced during the
2002/2003 academic year.
In 2005 the SBDC (a group of our colleagues formed the Department of Strategic and Project
Management) and the Department of Corporate Finance established the Institute for Enterprise
Development to widen their research and educational activity. During the same time SBDC reformed
its entrepreneurship curriculum and converted it to “Bologna compatible”. Nowadays the university
offers the following courses/programmes to the students:
Bachelor level:
Starting and managing small businesses is a complimentary course for all students of the Management
and Organization BA programme, and an elective course for the students of other BAs. This is an
introductory course which gives an overall picture of small businesses and of the necessary knowledge
about small businesses.
Entrepreneurship and Small Business Management major for the students of the Management and
Organization BA programme. The major consists of 4 courses (see annex 1):
? Small Business Finance – the aim of this course is twofold: firstly, to teach the students how to
manage the finance of an SME; second to understand how to deal with SMEs in case of the
students decide to work at banks or other financial institutions dealing with SMEs.
? Business Planning – In our days it is more and more important the ability of making an
authentic business plan, first of all it is necessary for the EU tenders. So the aim of this course is
preparing the students how to make a business plan which can apply with chance for an EU
tender or a bank credit. During the course the students get a concrete theoretical and practical
knowledge about the methods and usage of business planning. The students have to find out an
own business idea and they have to develop it to a business plan during the semester.
5
? Small Business Management – during the semester successful managers and entrepreneurs came
and tell stories about their works, successes and failures. At the end of the semester the students
have to write an essay in which they summarize their observations. The students like this
subject because they can meet with famous and successful people and can ask some questions,
too.
? Small Business Marketing - This course teaches the management of one of the enterprise
success factors. Content: introducing the role of marketing factor in small businesses, market
research, marketing communication, positioning, pricing, product development, innovation
management, sales and e-business studies on the level of small businesses.
SBDC also offers the following two electives to its students:
? International Entrepreneurship - this is an international business planning course in
collaboration with the entrepreneurship minor of the PennState University (USA) taught partly
online. The course will teach the students, as aspiring business owners, the information and
skills they need in four fundamental elements of business planning: Plan for business success;
Plan for the business to meet the needs of the marketplace; Plan for business cash flow needs
and operation.
? E-business and innovation – This course consists of two connected blocks. The aim of first
block is the introduction into the important role and the possible application of the e-business in
the SMEs. The second block deals with the theory and practise of the innovation. During this
the students can learn the determinative factors, the planning and the implementation of the
innovation. The emphasis of the course is on that knowledge which can be useful for SMEs.
? Entrepreneurship for CEMS program – Community of European Management Schools, has a
high level standard program, which is supervised by the CEMS academic board. This course is
built on international case studies, and developed every year according to Harvard participant-
learning method.
? Interuniversitas Spinn-off Club - Offers several out of class experiences, to test students
business opportunities in real life. They can meet business angels, get professional consultancy,
and receive some initial capital to lunch the business.
? Social Enterprise- This course offers a great experience to get to know the non-profit world.
During the semester students has to do voluntary work, to develop non-profits to become more
professional and sustainable. They get to know all the theories like business ethics, corporate
social responsibility, social responsibility, local development.
Master level:
The development of the programme for the Entrepreneurship Development and Innovation Master was
finished recently, it will be first offered to students in the academic year of 2008/2009. There might be
smaller changes in the course structure of the program until its start. Therefore we have no experience
about the program until now. The proposed program of this master can be found in annex 2.
In Hungary every bachelor and master program is created in collaboration with several universities,
therefore all universities are offering the same BA and MA courses under these program names.
Doctoral level:
At doctoral level totally different education is needed, as Ph.D. students will be the educators of the
future. Therefore this kind of courses can not be formalized, a more practical education is needed for
them with field studies, study-abroad possibilities and research projects. That’s why at Corvinus
University Ph.D. students dealing with entrepreneurship are students of the Business Administration
6
Doctoral Programme, and they are associated to the Small Business Development Center. There are no
concrete entrepreneurship courses for them, they have to take part in the research, publication and
education activity of the SBDC.
Other initiatives in the field of entrepreneurship education at the CUB
2
In the spring of 2003, the Small Enterprise Development Centre went beyond the usual courses and
specialisations in entrepreneurial education, when it announced the launching of the “Enterprise-
friendly University – Enterprising Students” Programme for the students of the university. Under this
programme, we provide help in the entrepreneurial preparation of students by way of an activity
research in such a way that, in addition to their theoretical studies of economics, we also motivate them
to set up their own enterprises. In the framework of the project we announce a public competition for
students to prepare business plans for enterprises that they undertake to implement in case of winning
the competition. Unlike in case of other business plan writing competitions, the main evaluation
criterion is not the precision of details in the business plan, but rather that the idea for the enterprise on
which it is based is realistic, and that the students joining forces to implement it are convincing and
committed enough and capable of bringing their ideas to life. The students or teams of students who are
best prepared and have the most transparent objectives receive financial support for establishing their
enterprises.
The initial capital necessary for the operation of the project was received by the university from the
private sector, thereby setting a good example for cooperation between the private sector and the
university that is mutually beneficial to both parties. The funds won at the competition (maximum
500,000 Hungarian Forints – about 2,000 EUROs) are transferred to the bank accounts of the newly
established companies on the basis of approved expense plans, thus making it possible that these
companies not to create a financial loss to their founders even if the only profits from the first wing-
beats during the initial year only help students learn in practice what it means to operate an enterprise,
build connections and what marketing is like when it has a direct influence on their own pockets. The
term of the contract signed with the students’ enterprises is one year, and the companies established
should theoretically be terminated upon expiry of the one year, since in case the students finish their
studies and leave the university, the institution can no longer take responsibility for the cooperation.
The aim, of course is not failure (although there is a lot to learn from failures as well), but success in
business: enterprises are supported in this by way of a mentor appointed to each company by the
SBDC, who helps the team with advice, provides assistance in the solution of the problems arising,
while all tasks related to the operative management of the company are performed by the enterprising
students. Mentors are Ph.D. students of the SBDC, as well as entrepreneurs with significant business
experiences. Mentors’ experiences are successfully used in the course of the entrepreneurial education:
their existing enterprises are used as good examples for students in entrepreneurial education courses.
The SBDC itself functions as a virtual incubator for the students’ enterprises.
It is already obvious that these experimental enterprises fulfil their educational function, since the
companies are not even registered when the experiences already start to accumulate: for example,
students soon realise the difficulties inherent with finding a company name which is expressive but is
not yet taken, as well as the fact that a larger number of members in the enterprising team
unquestionably constitutes significant empirical capital, but arranging for all members to sign a
document at short notice may pose problems.
2
Based on Szirmai, P., Csapo, K. (2006): From Student to Entrepreneur – A Hungarian Experience of Entrepreneurship
Teaching. Working Paper, NCGE Working Paper Series
7
The project at the same time also serves as a research project for the SBDC, in line with the
methodological efforts to acquaint students with the world of enterprises. The students’ enterprises
established also function as research topics for other university students, and the best teams regularly
report on their experiences to fellow students. This model has served as the basis of several student
research papers and theses. Upon the expiry of the term of one year, the ties with the enterprises
established with our support are not cut, but are maintained by way of an alumni association
specifically created for this purpose. This provides an opportunity for them to meet regularly, to
exchange their experiences, and there have even been cases when they concluded business deals with
each other. Advice is provided to the companies as necessary, when they turn to the SBDC for
assistance, but the financial support and their accompanying reporting obligation comes to an end after
the elapse of the one year.
BEST PRACTICES FROM OTHER HUNGARIAN UNIVERSITIES
3
University of Debrecen: Although management education was only started at this university in 1993,
the institution has several good experiences with entrepreneurship education. Students attending the
Entrepreneurship management program gain a lot of knowledge about establishing and starting a new
business, law and financial issues. The course “Small business management” helps also students to get
deeper view about management of SMEs. In frame of a TEMPUS project small business owners were
offered several practical courses. In partnership with other universities from Finland, Portugal, Poland
and Belgium a new entrepreneurship curricula was developed for innovative small firms in frame of a
Leonardo project.
University of Miskolc: offers one of the widest spectrum of courses to its students in Hungary. The
university also offers an enterprise friendly environment for those who would like to start their
businesses during the university years. Students attending the entrepreneurship program not only work
with case studies, but also meet with real entrepreneurs and get useful practical knowledge from them.
University of Pécs: has a very practise based entrepreneurship program. The university focuses on
giving both theoretical knowledge and real life experience to the students through bringing in
entrepreneurs who share their experiences with the students. The course called “Research in
entrepreneurship” is unique in Hungary. Students attending this can also get deeper insight to the
everyday life of small businesses and the challenge of carrying out research in this segment. Students
completing the entrepreneurship major at the university receive the certificate of the University of
Ohio.
Széchenyi István University (Gy?r): launched a software (“Business Simulation Challenge”) in 2005 in
order to support students in entrepreneurship education. Every year 100 students are attending this
course and get deeper insight to entrepreneurship.
3
Based on: Szerb, L. – Márkus, G. (2006)
8
References
ACE EAIE professional section of Admissions Officers & Credential evaluators (2006): About
Bologna process in short. Available at:http://www.aic.lv/ace/ace_disk/Bologna/about_bol.htm -
07/07/2006
De, D. (2001):Fostering Entrepreneurship in Europe. Published in: Lundström, A., & Stevenson, L.
Entrepreneurship Policy for the Future: Volume 1 of the Entrepreneurship for the Future Series,
107-130. Swedish Foundation of Small Business Research.
ESZA (2004): Vállalkozói készségek fejlesztése a középfokú és fels?oktatásban, Budapest, available
at:http://vallalkozas.esf.hu/data/publication_24.pdf
Edwards, L-J, Muir, E. J. (2005): Promoting entrepreneurship at the University of Glamorgan through
formal and informal learning. Journal of Small Business and Enterprise Development, Vol. 12,
No. 4, pp. 613-626.
European Commission (2003): Creating an entrepreneurial Europe – The Activities of the European
Union for small and medium-sized enterprises (SMEs), COM (2003) 26, 21.01.2003, available at:http://europa.eu.int/comm/enterprise/entrepreneurship/promoting_entrepreneurship/doc/2003sec5
8_en.pdf
European Commission (2004b): Helping to create an entrepreneurial culture - A guide on good
practices in promoting entrepreneurial attitudes and skills through education, Luxemburg,
available at:http://europa.eu.int/comm/enterprise/entrepreneurship/support_measures/training_education/doc/
entrepreneurial_culture_en.pdf
European Commission (2004c): Making Progress in promoting entrepreneurial attitudes and skills
through Primary and Secondary education. Final Report of the Expert Group „Education for
Entrepreneurship. European Commission Enterprise Directorate-General, Brussels, Belgium,
available at:http://europa.eu.int/comm/enterprise/entrepreneurship/support_measures/training_education/doc/
entrepreneurship_education_final_en.pdf
European Commission (2004d): Entrepreneurship Action Plan, available at:http://europa.eu.int/comm/enterprise/entrepreneurship/action_plan.htm
Kádek, I. (2004): Út a sikeres vállalkozás-tanításhoz. BVB Nyomda és Kiadó Kft., Eger
King, S. W. (2001), Entrepreneurship Education: What the Consumer values. Proceedings of the 46th
International Council for Small Business. Taipei. Taiwan. pp. 123-137
Queen’s University Belfast (2006): Background information on the Bologna Process. Available at:http://www.qub.ac.uk/directorates/AcademicStudentAffairs/QualityAssuranceandPartnerships/Bo
lognaProcess/
Szerb, L. – Márkus, G. (2006): Nemzetközi felmérés az egyetemi hallgatók vállalkozói aktivitásáról:
Magyarország 2006. Available at: www.isce.ch/PDF/ISCE_2006_Hungary.pdf
Szirmai, P. (2001): Vállalkozásoktatás és helyreállítási periódus, Vezetéstudomány, Vol. 32. No. 1.,
pp. 12-20.
Szirmai, P., Csapo, K. (2006): From Student to Entrepreneur – A Hungarian Experience of
Entrepreneurship Teaching. Working Paper, NCGE Working Paper Series
Wikipedia (2006): The Bologna Process. Available at:http://en.wikipedia.org/wiki/Bologna_process -
07/07/2006
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Annex 1
BA IN MANAGEMENT AND ORGANIZATION
Weekly hour (h) and credit number (c)
I. II. III. IV. V. VI.
Name
semester
h c h c h c h c h c h C
A) GENERAL MODUL
A.1) Methodological module
Mathematics I. and II. 3 4 3 4
Business mathematics 3 4
Statistics I. and II. 3 4 3 4
Informatics 2 3
A.2) Theoretical – economic modul e
Microeconomics 3 4
Macroeconomics 3 4
Finance 3 4
International economy 3 4
Compulsorilyelectivecourses 2 3 2 3
European Union studies
Environmental management
Labour economy
Business geography
A.3) Elective sociological and general modul e 2 3 2 3 2 3
Government business politics
Business psychology
Business sociology
Philosophy
Introduction to politology
History of economy
B) BUSINESS MODUL
B.1) Obligatory business courses
Corporate management 4 5
Marketing 3 4
Business informatics 2 3
Human resources 2 3
Accounting 4 5
Management 3 4
Corporate Finance 4 5
Business law 3 4
Organisational behaviour 2 3
B2. Foreign business language module
B3. Skills development module
10
Learning and research methods 2 3
Communication practice 2 3 2 3
A-B Elective course 2 3 2 3
A-B. Subtotal 20 28 23 32 22 29 7 10 2 3 2 3
B) BUSINESS MODUL
B.1) Obligatory business courses
E-Business 2 3
Activity management 3 4
Decision technics 3 4
Strategy and business planning 3 4
Controlling 3 4
Customer behaviour 3 4
Business ethics 3 4
Starting and managing small businesses 3 4
Executive accounting 4 5
Business law II: corporate law, contracts 3 4
Taxation studies 2 3
Project management 2 3
C module altogether (weekly hours and credits) 3 4 11 15 13 17 7 10
D. Courses of the majors
D1
Entrepreneurship and Small Business
Management Major
B.1) Obligatory business courses
Small Business Finance and Taxation 4 5
Business Planning 4 5
Small Business Marketing 4 5
Small Business Management 4 5
Elective courses (9 credit) 2 3 4 6
D1 major altogether (weekly hours and credits) 10 13 12 16
D2 Business communication major
D3 Business administration theory major
D4 Environmental management major
D5 DSG (German language) major
11
Annex 2
MA IN BUSINESS INNOVATION AND DEVELOPMENT
Course Semester Lecture/seminar credit
Corporate Strategy 1 2/2 5
Business Innovation 1 4/0 5
Financial Analysis 1 2/2 5
E-Business 1 2/2 5
Elective 1 2/2 4
Project Management 2 2/2 5
Innovation methods 2 2/2 5
Corporate Finance 2 2/2 5
Decision-making Methods and Tools 2 2/2 5
Business Communication 2 0/4 4
Elective 2 3
Business Development Policy 3 4/0 5
Business at Services 3 2/2 5
Businesses in the Global Market 3 4/0 4
Electives (3 courses) 3 15
Thesis writing 4 20
Electives (2 courses) 4 10
doc_448917122.pdf