Description
During on this brief breakdown examines the entrepreneurship in poland and in hungary. future entrepreneurs education perspective.
2015
Vol.12 No1
POLISH JOURNAL OF MANAGEMENT STUDIES
Illés B.Cs., Dunay A., Jelonek D.
48
THE ENTREPRENEURSHIP IN POLAND AND IN HUNGARY.
FUTURE ENTREPRENEURS EDUCATION PERSPECTIVE
Illés B.Cs., Dunay A., Jelonek D.
*
Abstract: The development of entrepreneurship is the demand of contemporary economy
and one of the priorities of economical development of every country. The key role in
shaping and preparation of future entrepreneurs is played by education. The aim of the
paper is indication of the development directions of education systems of future managers
in Poland and Hungary. It was indicated that in order to ensure entrepreneurial
effectiveness there should be realized in entrepreneurship education the goals connected
with knowledge provision concerning the notion of the enterprise and to shape
entrepreneurial mindset and entrepreneurial capability of students. The background
of considerations is constituted by comparative analysis of entrepreneurial attitudes and
perceptions in Poland and in Hungary.
Key words: entrepreneurship in Poland, entrepreneurship in Hungary, the education
of future entrepreneurs
Introduction
One of priorities of the European Union is the entrepreneurship. In the
development strategy of the European Union formulated in the Europe 2020
document it was indicated that the aim of the EU is the achievement of smart
growth, basing itself on the realization of three priorities i.e. the increase in
employment, the increase of productiveness and the social cohesion. Within the
framework of the realization of employment increase priority the Europe 2020
strategy the entrepreneurship and the self-employment is treated as one of key
factors of smart growth achievement (Europe 2020, 2015). Popularization and the
development of new companies creation initiatives is dependent on businessmen,
who are people undertaking such challenges. The success of new enterprises is
substantially dependent on the attitude, education and skills of the businessman.
The future entrepreneur should be characterized by: openness towards changes,
creativity, the skill of chances perception in the business environment, the skill
concerning risk treatment, the acceptance of the creativity of workers, the openness
to creation and implementation of innovation.
Therefore, on the long list of factors conditioning the development of the enterprise
cannot be absent „the effective education of future managers” (Jelonek, 2014; Nabi
and Holden, 2008; Robertson et al., 2003; Daróczi, 2012; Illés and Daróczi, 2014.).
The aim of the paper is to indicate directions of future managers' education systems
development in Poland and Hungary. The background of considerations
*
Prof. Csaba Bálint Illés, Prof. Anna Dunay, Szent István University, Hungary; Prof.
Dorota Jelonek, Czestochowa University of Technology, Faculty of Management
? corresponding [email protected]
? [email protected]; [email protected]
POLISH JOURNAL OF MANAGEMENT STUDIES
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is constituted by comparative analysis of entrepreneurial attitudes and perceptions
in Poland and in Hungary.
The Issue of Entrepreneurship
Entrepreneurship is one of the most crucial factors of economic development.
It has been defined in various ways, ranging from as narrow as starting one's own
business, to wide concept such as a work attitude that emphasizes self-reliance,
initiative, innovativeness, and risk-taking.
Entrepreneurship is the result of the creation of new enterprises and the creation of
jobs within the existing ones (Carree and Thurik, 2003). In a broader scope,
entrepreneurship is a dynamic process of vision, change, and creation. It requires
an application of energy and passion towards the creation and implementation of
new ideas and creative solutions. Essential ingredients include the willingness to
take calculated risks in terms of time, equity, or career; the ability to formulate
an effective venture team; the creative skill to marshal needed resources; and
fundamental skill of building solid business plan; and finally, the vision to
recognize opportunity where others see chaos, contradiction, and confusion.
(Kuratko and Hodgetts, 2004).
New information technologies especially internet technologies are the source
of new forms of entrepreneurship described as e-entrepreneurship (Jelonek 2013;
Matlay 2004) or cyber entrepreneurship (Carrier and Raymond, 2004).
Many authors put emphasis on multi-dimensional nature of entrepreneurship
(Drucker 2006; Jelonek 2013; Jelonek 2014; Grabowska 2013).
Summing up, entrepreneurship is a complex phenomenon involving a set
of activities with human, technical, managerial and entrepreneurial characteristics,
the performance of which requires a diverse set of skills.
In the context of education of future entrepreneurs there are many literatures using
different perspective such as: intentions to become entrepreneurship (Tomski,
2014a), implementing entrepreneurial ideas (Bird, 1988), perceptions of new
venture (Krueger et al, (2000), entrepreneurial education (Kuratko, 2003; Bansal,
2002), intrapreneurship or corporate entrepreneurship and the need for
entrepreneurial cultures (Morris and Kuratko, 2002), entrepreneurship as a career
choice (Tomski 2004).
Entrepreneurial Attitudes and Perceptions in Poland and in Hungary
The individual process of entrepreneurship always begins with attitudes and
perception of entrepreneurship by an individual. Entrepreneurial attitudes are
shaped by many factors e.g., social, cultural, historical, economical, political, legal
or technological. For the development of such an attitudes is important created by
the government a positive atmosphere for entrepreneurship.
As far as entrepreneurial attitudes and perceptions are concerned, the most
important categories include (Global…, 2014): perceived opportunities, perceived
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capabilities, fear of failure, entrepreneurial intentions, entrepreneurship as a good
career choice, high-status to successful entrepreneurship, media attention for
entrepreneurship.
Perceived opportunities reflect the percentage of individuals who believe there is
occasion to start a venture in the next six months in their immediate environment.
Perceived capabilities reflect the percentage of individuals who believe they have
the required skills, knowledge and experience to start a new venture. The measure
of fear of failure (when it comes to starting own venture) only applies to those who
perceive opportunities. Entrepreneurial intentions are measured as a percentage of
the population aged 18–64 who plan to establish a business within the next three
years (those already entrepreneurially active are excluded from this measure).
Variables: entrepreneurship as a desirable career choice, high-status successful
entrepreneurship, and media attention for entrepreneurship belong to so called
cultural variables. They affect the social perception of entrepreneurship and,
as a result, the level of entrepreneurship in a given country.
In Poland can be observed increase of indicators: perceived opportunities 26.1
(2013) – 31.3 (2014), perceived capabilities 51.8 (2013) – 54.3 (2014), fear of
failure 46.7 (2013) – 51.1 (2014). However despite the growth, the current
indicator of perceived opportunities is still low in Poland. In 2014 the value of
entrepreneurial intentions indicator was lowered. According to GEM (2013) all
these four indicators decreases along with the economic development. The value of
such indicators as entrepreneurship as a good career choice, high-status to
successful entrepreneurship and media attention for entrepreneurship in 2014 was
slightly decreased (about 2-3%).
In Hungary four from seven indicators slightly increased: perceived opportunities
18.0 (2013) – 23.4 (2014), perceived capabilities 37.5 (2013) – 40.9 (2014),
entrepreneurship as a good career choice 45.7 (2013) – 47.4 (2014). The highest
growth 5% was gained by indicator of perceived opportunities and media attention
for entrepreneurship. The level of entrepreneurial intentions indicator has almost
the same level (0.2% increase). However the value of: fear of failure and high-
status to successful entrepreneurship indicators slightly decreased.
In the Figure 1 was presented comparison of the value of analyzed indicators in
Poland, in Hungary and the average for EU countries.
Both Polish (31.3%) as and Hungarian (23.4%) businessmen do not perceive
business chances and consider that in their environment do not appear favorable
conditions for establishing business activity. Poles (54.3%) comparatively highly
evaluate their own knowledge and skills concerning running businesses but despite
this fact they often (51.1%) give up starting business due to the fear of defeat.
The indicator entrepreneurial intentions is higher both in Poland as and in Hungary
comparing to average for EU countries. Hungarians (47.4%) considerably more
seldom than Poles (63.3%) consider entrepreneurship as a good path of the career,
though Hungarian businessmen (72.4%) are described as having higher social
POLISH JOURNAL OF MANAGEMENT STUDIES
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status than Polish businessmen (56.5%). In Polish media (54.5%) more often than
in Hungarian (33.5%) media and more often than the mean value for EUs (53.3%)
are presented broadcasts forming positive image of the enterprise.
Figure 1. Entrepreneurial attitudes and perceptions in Poland and in Hungary in 2014
(% of population aged 18-64) (Authors' study based on Global Entrepreneurship Monitor
2014 data)
Above conclusions justify the necessity of taking actions leading to the
development of education of future businessmen, so that they would be prepared
for the perception of business chances, possessed proper competences and were not
afraid of running the risks. Universities should create entrepreneurship as a good
path of the career and take care of high social status of businessmen.
Entrepreneur Competences and the Specificity of Entrepreneurial Career
Analyzing qualifications of future entrepreneurs and set of features of entrepreneur
it can be accepted that the entrepreneur should be characterized by: strong need for
achievements and self realization; persistence and determination; entrepreneurial
mindset; ambition; motivation and goals; oriented on opportunities; self-discipline
and personal organization; trust in own capabilities; tolerance of uncertainty, risk
and failure; leading skills; creativity and innovation; communication and strategy
skills; creativity in search for new areas of activity; opportunity recognition,
creation and evaluation; decision-making and interpersonal skills (Bratnicki, 2002;
Lichtarski, Kara?, 2003; Kuratko, 2003; Jelonek, St?pniak 2014; Tomski 2014a).
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Selection of entrepreneurial career is the courage indication of young people.
According to Pocztowski (2007), “career” is a sequence of attitudes and behaviors
of an individual related to their experience at work, or in other words,
a professional development of an individual in their lifetime. Becoming
an entrepreneur means being own boss.
Tomski (2014) have analyzed students' attitudes concerning entrepreneurial career
and also gave an overview of main stimulating and motivating factors for starting
entrepreneurial career in the perception of students of management courses. On the
basis of research was showed that the most frequently indicated factors motivating
for the implementation of self-employment and taking up entrepreneurial career
belong to the group of typically financial factors and refer to the permanent
(certain) provision of the desired standard of living. An interesting result is the
conclusion that entrepreneurial career will most probably be started by the people
who wish to be their own boss, who want to be employers, and among the factors
motivating them to start self-employment there is a sense of freedom (Tomski,
2014).
The future entrepreneur must possess multiple skills which should be acquired
during studies. Among them can be mentioned: the skill of decision making,
planning skill, communication skill, negotiation skills, the stress dealing skill,
delegating authorizations.
The Education of Future Entrepreneurs
The key determinant of entrepreneurship development is the preparation
of university students for taking independent enterprising activities in the labor
market. Important is the preparation of the graduate to the role of creator of a new
business as well as the preparation of the graduate to the role of enterprising
employee in the already existing company. In either case, in order to achieve
success during studies the student should acquire indispensable knowledge,
competences and skills from widely understood domain of entrepreneurship.
The future creators of new companies need the knowledge and the acquaintance
with practical application of analytic tools which will facilitate to diagnose chances
for enterprising activities in the economic environment and to transform their own
projects into successful ventures. The other important attribute of the businessman
is the motivation to undertaking challenges. From teachers on all stages
of education, not only from academics it depends how far they will be able
to encourage young people to the learning through the whole life.
Initiatives in the Area of Education of Future Entrepreneurs in Poland and
in Hungary
The development of the entrepreneurship in the macro scale is exactly related to
the development of the education of future businessmen in the universities.
The development of the entrepreneurship in the macro scale is exactly related to
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the development of the education of future businessmen in the universities. Both in
Poland as and in Hungary are undertaken many initiatives which an aim is
adaptation of curriculums at economic directions to changing conditions
of business environment, assurance of the possibility of practices realization in
enterprises, participation in projects and achievement of competences and skills
indispensable for future businessman.
The aim of carried out research was identification of activities undertaken in both
countries which have an influence on the development of future businessmen
education.
The panel of experts was applied in the research. This is the method of qualitative
research based on the knowledge of experts. Participants of the panel included
academics of the Faculty of Management of Czestochowa University of
Technology in Poland and Faculty of Economics and Social Sciences of Szent
István University in Hungary. All experts possess long standing training and the
experience of academics and good recognition of education systems of higher
education in their own countries. The comparisons of initiatives undertaken by
government institutions on the national and universities level were discussed.
Many initiatives whose an aim is development of entrepreneurship and
improvement of education of future businessmen is similar in both countries.
In the Table 1 were introduced the most important conclusions on the education
development of future businessmen on academic level.
During discussion there was also analyzed the model connecting the development
of entrepreneurial effectiveness with graduate outcomes (Fig. 2). Entrepreneurial
effectiveness is the ability to behave in entrepreneurial ways and it is achieved
through the development of enhanced awareness, mindset and capabilities to
enable learners to perform effectively in taking up opportunities and achieving
desired results.
The model in Figure 2 incorporates the main objectives of entrepreneurship
education:
? provision of knowledge for students concerning enterprise,
? development of entrepreneurial attitudes,
? development of entrepreneurial abilities.
"Enterprise awareness", element emphasizes knowledge about models
of enterprises, the basis of the enterprise functionality as a whole and the
specificity of departments with approaches to enterprise management especially in
turbulent changing environment. The student should know both the traditional
models of companies functionality and the latest trends based on the use of Internet
technology e.g. e-business models and virtual organizations.
The development of "Entrepreneurial mindset" can be effectively realized by
providing student - entrepreneur contact (practices, internships in enterprises),
lectures given by business practitioners and identifying good practices.
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Table 1. Conditionings of development of future entrepreneurs’ education in Poland
and in Hungary
Poland Hungary
The institutions at
the national level
supporting education
of future
entrepreneurs
Ministry of Science and Higher
Education, National Center for
Research and Development
The Foundation for Polish
Science
Polish Agency for Enterprise
Development
Ministry for National Economy
Ministry of Human Capacities
Hungarian Foundation for
Enterprise Promotion (regional
associations)
Programs supporting
entrepreneurship
Long-term country development
strategy "Poland 2030" - the key
tasks are related to the
development of entrepreneurship.
The "Top 500 Innovators"
program (since 2013).
"Innovation Brokers" (since
2013) supporting innovation
managers at Polish universities.
The "Package for Innovation"
program (since 2013).
The project "Innovation
Incubators"
Széchenyi 2020 Programme
national strategy for supporting
economic growth,
Governmental campaign for
financial education in public
education (started in 2015).
Start your business! – joint
programme of the Hungarian
Venture Capital Association and
the American Chamber of
Commerce (AmCham Hungary) –
at universities for promoting
entrepreneurship and motivating
students.
The objectives of
universities in the
area of
entrepreneurship
Strategic objectives of universities include creation of entrepreneurial
attitudes and motivation and development of skills and competences in
the field of entrepreneurship
Curricula Obligatory model of National
Qualification Framework allows
for flexible creation of a new
faculties based on defined
learning outcomes.
Inserting financial education and
entrepreneurship into the National
Curriculum for public educational
institutions and higher education
(training and education of
teachers)
Modern methods of
entrepreneurship
teaching
Teaching methods taking into account simulation and actual business
experience. Projects, workshops. E-learning application
Cooperation between
the university and
local companies
Consulting Boards of business representatives "- discussions about the
needs of the regional labor market, learning about new specialties of
studies
Agreement on cooperation in the field of research for their theses
Agreement on training and students' practice
Start-up and spin-off
type companies
University support for start-up and spin-off companies
Academic business incubators
Cooperation between
the university and
foreign companies
Internships for students in foreign companies in the scope of "Erasmus
+" program and competitions announced by companies
The "Entrepreneurial capability" list which should characterize the future
entrepreneur is long although new positions could be added to it. Academic
teachers can develop the creativity and innovation of students in teaching various
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subjects by selection of appropriate teaching methods. Shaping communication
skills, leadership and management conduce the choice of group work method and
decision-making skills are developed, e.g. during didactic games.
Enterprise
awareness
Understanding
what enterprise
means to me.
Experiences,
practices,
internships
Entrepreneurial effectiveness
Independent self-direction
Implement enterprising ideas
Generate business and career options
Undertake new venture creation
Appreciate and create multiple forms
of value
Identify and approach target markets
Entrepreneurial capability
A range of behaviours, attributes & skills:
Creativity & innovation
Opportunity recognition, creation and
evaluation
Decision-making supported by critical
analysis & judgement
Implementation of ideas through leadership
& management
Interpersonal skills
Communication & strategy skills
Entrepreneurial mindset
Personality and social identity
Ambition, motivation & goals
Personal confidence and resilience
Self-discipline & personal organisation
Go beyond perceived limitations to
achieve results
Tolerance of uncertainty, risk and failure
Personal values: social & environmental
awareness
Figure 2. Connecting the development of entrepreneurial effectiveness with graduate
outcomes (Authors' study based on Enterprise …, 2012)
The above considerations showed that not only systemic actions in the education
system, that not only learning objectives set by the universities, but particularly
academic teachers play a significant role in the transformation of entrepreneurship
education and prepare students to take the role of an entrepreneur.
Summary
In the face of economic challenges facing the Poland and Hungary, the issue
of stimulating entrepreneurial activity is the main objective of government
administration and universities which play a key role in educating future
entrepreneurs.
Entrepreneurship education in Poland and in Hungary focuses on equipping
students to develop their overall effectiveness beyond the educational setting.
Entrepreneurial effectiveness is developed through a combination of enterprise
awareness, entrepreneurial mindset and entrepreneurial capability. Universities
recognize the need to improve traditional teaching model "about entrepreneurship"
for "entrepreneurial effectiveness" model.
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The new approach takes into account a wider range of methods that provide the
opportunity for learning by example e.g. workshop methods, case studies of local
companies and educational games.
Very important in gaining experience are internships for students in newly
established companies and other actively engaging activities which take into
account interactions with entrepreneurs. Business practitioners can provide positive
role models for students and encourage them to choose this career path.
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PRZEDSI?BIORCZO?? W POLSCE I NA W?GRZECH.
PERSPEKTYWA KSZTA?CENIA PRZYSZ?YCH PRZEDSI?BIORCÓW
Streszczenie: Rozwój przedsi?biorczo?ci to wymóg wspó?czesnej gospodarki i jeden
z priorytetów strategii rozwoju gospodarczego ka?dego pa?stwa. Kluczow? rol?
w wychowaniu i przygotowaniu przysz?ych przedsi?biorców odgrywa edukacja. Celem
artyku?u jest wskazanie kierunków rozwoju systemów kszta?cenia przysz?ych mened?erów
w Polsce i na W?grzech. Wykazano, ?e aby zapewni? efektywno?? przedsi?wzi??
biznesowych nale?y w kszta?ceniu przedsi?biorczo?ci realizowa? cele zwi?zane
z dostarczeniem wiedzy o istocie przedsi?biorstwa oraz kszta?towa? nastawienie i zdolno?ci
studentów w kierunku przedsi?biorczo?ci. T?em rozwa?a? jest analiza porównawcza
postaw i postrzegania przedsi?biorczo?ci w Polsce i na W?grzech.
S?owa kluczowe: przedsi?biorczo?? w Polsce, przedsi?biorczo?? na W?grzech, kszta?cenie
przysz?ych przedsi?biorców
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doc_528536600.pdf
During on this brief breakdown examines the entrepreneurship in poland and in hungary. future entrepreneurs education perspective.
2015
Vol.12 No1
POLISH JOURNAL OF MANAGEMENT STUDIES
Illés B.Cs., Dunay A., Jelonek D.
48
THE ENTREPRENEURSHIP IN POLAND AND IN HUNGARY.
FUTURE ENTREPRENEURS EDUCATION PERSPECTIVE
Illés B.Cs., Dunay A., Jelonek D.
*
Abstract: The development of entrepreneurship is the demand of contemporary economy
and one of the priorities of economical development of every country. The key role in
shaping and preparation of future entrepreneurs is played by education. The aim of the
paper is indication of the development directions of education systems of future managers
in Poland and Hungary. It was indicated that in order to ensure entrepreneurial
effectiveness there should be realized in entrepreneurship education the goals connected
with knowledge provision concerning the notion of the enterprise and to shape
entrepreneurial mindset and entrepreneurial capability of students. The background
of considerations is constituted by comparative analysis of entrepreneurial attitudes and
perceptions in Poland and in Hungary.
Key words: entrepreneurship in Poland, entrepreneurship in Hungary, the education
of future entrepreneurs
Introduction
One of priorities of the European Union is the entrepreneurship. In the
development strategy of the European Union formulated in the Europe 2020
document it was indicated that the aim of the EU is the achievement of smart
growth, basing itself on the realization of three priorities i.e. the increase in
employment, the increase of productiveness and the social cohesion. Within the
framework of the realization of employment increase priority the Europe 2020
strategy the entrepreneurship and the self-employment is treated as one of key
factors of smart growth achievement (Europe 2020, 2015). Popularization and the
development of new companies creation initiatives is dependent on businessmen,
who are people undertaking such challenges. The success of new enterprises is
substantially dependent on the attitude, education and skills of the businessman.
The future entrepreneur should be characterized by: openness towards changes,
creativity, the skill of chances perception in the business environment, the skill
concerning risk treatment, the acceptance of the creativity of workers, the openness
to creation and implementation of innovation.
Therefore, on the long list of factors conditioning the development of the enterprise
cannot be absent „the effective education of future managers” (Jelonek, 2014; Nabi
and Holden, 2008; Robertson et al., 2003; Daróczi, 2012; Illés and Daróczi, 2014.).
The aim of the paper is to indicate directions of future managers' education systems
development in Poland and Hungary. The background of considerations
*
Prof. Csaba Bálint Illés, Prof. Anna Dunay, Szent István University, Hungary; Prof.
Dorota Jelonek, Czestochowa University of Technology, Faculty of Management
? corresponding [email protected]
? [email protected]; [email protected]
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is constituted by comparative analysis of entrepreneurial attitudes and perceptions
in Poland and in Hungary.
The Issue of Entrepreneurship
Entrepreneurship is one of the most crucial factors of economic development.
It has been defined in various ways, ranging from as narrow as starting one's own
business, to wide concept such as a work attitude that emphasizes self-reliance,
initiative, innovativeness, and risk-taking.
Entrepreneurship is the result of the creation of new enterprises and the creation of
jobs within the existing ones (Carree and Thurik, 2003). In a broader scope,
entrepreneurship is a dynamic process of vision, change, and creation. It requires
an application of energy and passion towards the creation and implementation of
new ideas and creative solutions. Essential ingredients include the willingness to
take calculated risks in terms of time, equity, or career; the ability to formulate
an effective venture team; the creative skill to marshal needed resources; and
fundamental skill of building solid business plan; and finally, the vision to
recognize opportunity where others see chaos, contradiction, and confusion.
(Kuratko and Hodgetts, 2004).
New information technologies especially internet technologies are the source
of new forms of entrepreneurship described as e-entrepreneurship (Jelonek 2013;
Matlay 2004) or cyber entrepreneurship (Carrier and Raymond, 2004).
Many authors put emphasis on multi-dimensional nature of entrepreneurship
(Drucker 2006; Jelonek 2013; Jelonek 2014; Grabowska 2013).
Summing up, entrepreneurship is a complex phenomenon involving a set
of activities with human, technical, managerial and entrepreneurial characteristics,
the performance of which requires a diverse set of skills.
In the context of education of future entrepreneurs there are many literatures using
different perspective such as: intentions to become entrepreneurship (Tomski,
2014a), implementing entrepreneurial ideas (Bird, 1988), perceptions of new
venture (Krueger et al, (2000), entrepreneurial education (Kuratko, 2003; Bansal,
2002), intrapreneurship or corporate entrepreneurship and the need for
entrepreneurial cultures (Morris and Kuratko, 2002), entrepreneurship as a career
choice (Tomski 2004).
Entrepreneurial Attitudes and Perceptions in Poland and in Hungary
The individual process of entrepreneurship always begins with attitudes and
perception of entrepreneurship by an individual. Entrepreneurial attitudes are
shaped by many factors e.g., social, cultural, historical, economical, political, legal
or technological. For the development of such an attitudes is important created by
the government a positive atmosphere for entrepreneurship.
As far as entrepreneurial attitudes and perceptions are concerned, the most
important categories include (Global…, 2014): perceived opportunities, perceived
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capabilities, fear of failure, entrepreneurial intentions, entrepreneurship as a good
career choice, high-status to successful entrepreneurship, media attention for
entrepreneurship.
Perceived opportunities reflect the percentage of individuals who believe there is
occasion to start a venture in the next six months in their immediate environment.
Perceived capabilities reflect the percentage of individuals who believe they have
the required skills, knowledge and experience to start a new venture. The measure
of fear of failure (when it comes to starting own venture) only applies to those who
perceive opportunities. Entrepreneurial intentions are measured as a percentage of
the population aged 18–64 who plan to establish a business within the next three
years (those already entrepreneurially active are excluded from this measure).
Variables: entrepreneurship as a desirable career choice, high-status successful
entrepreneurship, and media attention for entrepreneurship belong to so called
cultural variables. They affect the social perception of entrepreneurship and,
as a result, the level of entrepreneurship in a given country.
In Poland can be observed increase of indicators: perceived opportunities 26.1
(2013) – 31.3 (2014), perceived capabilities 51.8 (2013) – 54.3 (2014), fear of
failure 46.7 (2013) – 51.1 (2014). However despite the growth, the current
indicator of perceived opportunities is still low in Poland. In 2014 the value of
entrepreneurial intentions indicator was lowered. According to GEM (2013) all
these four indicators decreases along with the economic development. The value of
such indicators as entrepreneurship as a good career choice, high-status to
successful entrepreneurship and media attention for entrepreneurship in 2014 was
slightly decreased (about 2-3%).
In Hungary four from seven indicators slightly increased: perceived opportunities
18.0 (2013) – 23.4 (2014), perceived capabilities 37.5 (2013) – 40.9 (2014),
entrepreneurship as a good career choice 45.7 (2013) – 47.4 (2014). The highest
growth 5% was gained by indicator of perceived opportunities and media attention
for entrepreneurship. The level of entrepreneurial intentions indicator has almost
the same level (0.2% increase). However the value of: fear of failure and high-
status to successful entrepreneurship indicators slightly decreased.
In the Figure 1 was presented comparison of the value of analyzed indicators in
Poland, in Hungary and the average for EU countries.
Both Polish (31.3%) as and Hungarian (23.4%) businessmen do not perceive
business chances and consider that in their environment do not appear favorable
conditions for establishing business activity. Poles (54.3%) comparatively highly
evaluate their own knowledge and skills concerning running businesses but despite
this fact they often (51.1%) give up starting business due to the fear of defeat.
The indicator entrepreneurial intentions is higher both in Poland as and in Hungary
comparing to average for EU countries. Hungarians (47.4%) considerably more
seldom than Poles (63.3%) consider entrepreneurship as a good path of the career,
though Hungarian businessmen (72.4%) are described as having higher social
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status than Polish businessmen (56.5%). In Polish media (54.5%) more often than
in Hungarian (33.5%) media and more often than the mean value for EUs (53.3%)
are presented broadcasts forming positive image of the enterprise.
Figure 1. Entrepreneurial attitudes and perceptions in Poland and in Hungary in 2014
(% of population aged 18-64) (Authors' study based on Global Entrepreneurship Monitor
2014 data)
Above conclusions justify the necessity of taking actions leading to the
development of education of future businessmen, so that they would be prepared
for the perception of business chances, possessed proper competences and were not
afraid of running the risks. Universities should create entrepreneurship as a good
path of the career and take care of high social status of businessmen.
Entrepreneur Competences and the Specificity of Entrepreneurial Career
Analyzing qualifications of future entrepreneurs and set of features of entrepreneur
it can be accepted that the entrepreneur should be characterized by: strong need for
achievements and self realization; persistence and determination; entrepreneurial
mindset; ambition; motivation and goals; oriented on opportunities; self-discipline
and personal organization; trust in own capabilities; tolerance of uncertainty, risk
and failure; leading skills; creativity and innovation; communication and strategy
skills; creativity in search for new areas of activity; opportunity recognition,
creation and evaluation; decision-making and interpersonal skills (Bratnicki, 2002;
Lichtarski, Kara?, 2003; Kuratko, 2003; Jelonek, St?pniak 2014; Tomski 2014a).
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Selection of entrepreneurial career is the courage indication of young people.
According to Pocztowski (2007), “career” is a sequence of attitudes and behaviors
of an individual related to their experience at work, or in other words,
a professional development of an individual in their lifetime. Becoming
an entrepreneur means being own boss.
Tomski (2014) have analyzed students' attitudes concerning entrepreneurial career
and also gave an overview of main stimulating and motivating factors for starting
entrepreneurial career in the perception of students of management courses. On the
basis of research was showed that the most frequently indicated factors motivating
for the implementation of self-employment and taking up entrepreneurial career
belong to the group of typically financial factors and refer to the permanent
(certain) provision of the desired standard of living. An interesting result is the
conclusion that entrepreneurial career will most probably be started by the people
who wish to be their own boss, who want to be employers, and among the factors
motivating them to start self-employment there is a sense of freedom (Tomski,
2014).
The future entrepreneur must possess multiple skills which should be acquired
during studies. Among them can be mentioned: the skill of decision making,
planning skill, communication skill, negotiation skills, the stress dealing skill,
delegating authorizations.
The Education of Future Entrepreneurs
The key determinant of entrepreneurship development is the preparation
of university students for taking independent enterprising activities in the labor
market. Important is the preparation of the graduate to the role of creator of a new
business as well as the preparation of the graduate to the role of enterprising
employee in the already existing company. In either case, in order to achieve
success during studies the student should acquire indispensable knowledge,
competences and skills from widely understood domain of entrepreneurship.
The future creators of new companies need the knowledge and the acquaintance
with practical application of analytic tools which will facilitate to diagnose chances
for enterprising activities in the economic environment and to transform their own
projects into successful ventures. The other important attribute of the businessman
is the motivation to undertaking challenges. From teachers on all stages
of education, not only from academics it depends how far they will be able
to encourage young people to the learning through the whole life.
Initiatives in the Area of Education of Future Entrepreneurs in Poland and
in Hungary
The development of the entrepreneurship in the macro scale is exactly related to
the development of the education of future businessmen in the universities.
The development of the entrepreneurship in the macro scale is exactly related to
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the development of the education of future businessmen in the universities. Both in
Poland as and in Hungary are undertaken many initiatives which an aim is
adaptation of curriculums at economic directions to changing conditions
of business environment, assurance of the possibility of practices realization in
enterprises, participation in projects and achievement of competences and skills
indispensable for future businessman.
The aim of carried out research was identification of activities undertaken in both
countries which have an influence on the development of future businessmen
education.
The panel of experts was applied in the research. This is the method of qualitative
research based on the knowledge of experts. Participants of the panel included
academics of the Faculty of Management of Czestochowa University of
Technology in Poland and Faculty of Economics and Social Sciences of Szent
István University in Hungary. All experts possess long standing training and the
experience of academics and good recognition of education systems of higher
education in their own countries. The comparisons of initiatives undertaken by
government institutions on the national and universities level were discussed.
Many initiatives whose an aim is development of entrepreneurship and
improvement of education of future businessmen is similar in both countries.
In the Table 1 were introduced the most important conclusions on the education
development of future businessmen on academic level.
During discussion there was also analyzed the model connecting the development
of entrepreneurial effectiveness with graduate outcomes (Fig. 2). Entrepreneurial
effectiveness is the ability to behave in entrepreneurial ways and it is achieved
through the development of enhanced awareness, mindset and capabilities to
enable learners to perform effectively in taking up opportunities and achieving
desired results.
The model in Figure 2 incorporates the main objectives of entrepreneurship
education:
? provision of knowledge for students concerning enterprise,
? development of entrepreneurial attitudes,
? development of entrepreneurial abilities.
"Enterprise awareness", element emphasizes knowledge about models
of enterprises, the basis of the enterprise functionality as a whole and the
specificity of departments with approaches to enterprise management especially in
turbulent changing environment. The student should know both the traditional
models of companies functionality and the latest trends based on the use of Internet
technology e.g. e-business models and virtual organizations.
The development of "Entrepreneurial mindset" can be effectively realized by
providing student - entrepreneur contact (practices, internships in enterprises),
lectures given by business practitioners and identifying good practices.
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Table 1. Conditionings of development of future entrepreneurs’ education in Poland
and in Hungary
Poland Hungary
The institutions at
the national level
supporting education
of future
entrepreneurs
Ministry of Science and Higher
Education, National Center for
Research and Development
The Foundation for Polish
Science
Polish Agency for Enterprise
Development
Ministry for National Economy
Ministry of Human Capacities
Hungarian Foundation for
Enterprise Promotion (regional
associations)
Programs supporting
entrepreneurship
Long-term country development
strategy "Poland 2030" - the key
tasks are related to the
development of entrepreneurship.
The "Top 500 Innovators"
program (since 2013).
"Innovation Brokers" (since
2013) supporting innovation
managers at Polish universities.
The "Package for Innovation"
program (since 2013).
The project "Innovation
Incubators"
Széchenyi 2020 Programme
national strategy for supporting
economic growth,
Governmental campaign for
financial education in public
education (started in 2015).
Start your business! – joint
programme of the Hungarian
Venture Capital Association and
the American Chamber of
Commerce (AmCham Hungary) –
at universities for promoting
entrepreneurship and motivating
students.
The objectives of
universities in the
area of
entrepreneurship
Strategic objectives of universities include creation of entrepreneurial
attitudes and motivation and development of skills and competences in
the field of entrepreneurship
Curricula Obligatory model of National
Qualification Framework allows
for flexible creation of a new
faculties based on defined
learning outcomes.
Inserting financial education and
entrepreneurship into the National
Curriculum for public educational
institutions and higher education
(training and education of
teachers)
Modern methods of
entrepreneurship
teaching
Teaching methods taking into account simulation and actual business
experience. Projects, workshops. E-learning application
Cooperation between
the university and
local companies
Consulting Boards of business representatives "- discussions about the
needs of the regional labor market, learning about new specialties of
studies
Agreement on cooperation in the field of research for their theses
Agreement on training and students' practice
Start-up and spin-off
type companies
University support for start-up and spin-off companies
Academic business incubators
Cooperation between
the university and
foreign companies
Internships for students in foreign companies in the scope of "Erasmus
+" program and competitions announced by companies
The "Entrepreneurial capability" list which should characterize the future
entrepreneur is long although new positions could be added to it. Academic
teachers can develop the creativity and innovation of students in teaching various
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subjects by selection of appropriate teaching methods. Shaping communication
skills, leadership and management conduce the choice of group work method and
decision-making skills are developed, e.g. during didactic games.
Enterprise
awareness
Understanding
what enterprise
means to me.
Experiences,
practices,
internships
Entrepreneurial effectiveness
Independent self-direction
Implement enterprising ideas
Generate business and career options
Undertake new venture creation
Appreciate and create multiple forms
of value
Identify and approach target markets
Entrepreneurial capability
A range of behaviours, attributes & skills:
Creativity & innovation
Opportunity recognition, creation and
evaluation
Decision-making supported by critical
analysis & judgement
Implementation of ideas through leadership
& management
Interpersonal skills
Communication & strategy skills
Entrepreneurial mindset
Personality and social identity
Ambition, motivation & goals
Personal confidence and resilience
Self-discipline & personal organisation
Go beyond perceived limitations to
achieve results
Tolerance of uncertainty, risk and failure
Personal values: social & environmental
awareness
Figure 2. Connecting the development of entrepreneurial effectiveness with graduate
outcomes (Authors' study based on Enterprise …, 2012)
The above considerations showed that not only systemic actions in the education
system, that not only learning objectives set by the universities, but particularly
academic teachers play a significant role in the transformation of entrepreneurship
education and prepare students to take the role of an entrepreneur.
Summary
In the face of economic challenges facing the Poland and Hungary, the issue
of stimulating entrepreneurial activity is the main objective of government
administration and universities which play a key role in educating future
entrepreneurs.
Entrepreneurship education in Poland and in Hungary focuses on equipping
students to develop their overall effectiveness beyond the educational setting.
Entrepreneurial effectiveness is developed through a combination of enterprise
awareness, entrepreneurial mindset and entrepreneurial capability. Universities
recognize the need to improve traditional teaching model "about entrepreneurship"
for "entrepreneurial effectiveness" model.
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The new approach takes into account a wider range of methods that provide the
opportunity for learning by example e.g. workshop methods, case studies of local
companies and educational games.
Very important in gaining experience are internships for students in newly
established companies and other actively engaging activities which take into
account interactions with entrepreneurs. Business practitioners can provide positive
role models for students and encourage them to choose this career path.
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PRZEDSI?BIORCZO?? W POLSCE I NA W?GRZECH.
PERSPEKTYWA KSZTA?CENIA PRZYSZ?YCH PRZEDSI?BIORCÓW
Streszczenie: Rozwój przedsi?biorczo?ci to wymóg wspó?czesnej gospodarki i jeden
z priorytetów strategii rozwoju gospodarczego ka?dego pa?stwa. Kluczow? rol?
w wychowaniu i przygotowaniu przysz?ych przedsi?biorców odgrywa edukacja. Celem
artyku?u jest wskazanie kierunków rozwoju systemów kszta?cenia przysz?ych mened?erów
w Polsce i na W?grzech. Wykazano, ?e aby zapewni? efektywno?? przedsi?wzi??
biznesowych nale?y w kszta?ceniu przedsi?biorczo?ci realizowa? cele zwi?zane
z dostarczeniem wiedzy o istocie przedsi?biorstwa oraz kszta?towa? nastawienie i zdolno?ci
studentów w kierunku przedsi?biorczo?ci. T?em rozwa?a? jest analiza porównawcza
postaw i postrzegania przedsi?biorczo?ci w Polsce i na W?grzech.
S?owa kluczowe: przedsi?biorczo?? w Polsce, przedsi?biorczo?? na W?grzech, kszta?cenie
przysz?ych przedsi?biorców
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