Description
In this particular brief criteria in relation to the road to entrepreneurship among hungarian university citizens.
Trendy v podnikání – v?decký ?asopis Fakulty ekonomické Z?U v Plzni
37 Trendy v podnikání – Business Trends 2/2015
THE ROAD TO ENTREPRENEURSHIP AMONG HUNGARIAN UNIVERSITY
CITIZENS
Bed? Zsolt, Csapi Vivien, Posza Alexandra
INTRODUCTION
The word entrepreneur comes from the French
word “entreprendre”, which means “to do
something”, and it was originally used in the
Middle Ages in the sense of a person who is
active, who gets things done (Hoselitz, 1951).
Entrepreneurs take personal risks in initiating
change, and they expect to be rewarded for it
(Harold, 1994). Entrepreneurship has been
frequently documented in the literature of
development economics as a critical factor in
social and economic development opportunities
of a country (Schumpeter, 1934; Baumol, 1968;
Drucker, 1985), as the engine of economic
growth and job creation (Wong et al., 2005), or
as a response to the increasingly globalized,
uncertain and complex environment we live in
(Gibb, 2002).
This is the reason why entrepreneurial or
entrepreneurship education has seen recently
an exponential growth worldwide, especially in
higher education (Kuratko, 2005). United States
and United Kingdom are leaders in
entrepreneurial education (Erkkilä, 2000), with a
defined focus on the specific context of setting
up a venture and becoming selfemployed
(QAA, 2012, Mahieu, 2006). In Europe, the
education of entrepreneurship focuses more
broadly on personal development, mind-set,
skills and abilities.
The question that never seems to go out of
fashion is “Can entrepreneurship be taught?”.
Among others, Kuratko (2005), Gorman et al.
(1997) and Pittawy and Cope (2007) bring up
evidences in favour of a “Yes” answer.
According to them, with entrepreneurial
education we can develop some level of
entrepreneurial competencies in terms of
knowledge, skills and/or attitudes (more about
entrepreneurial competencies in chapter 1).
There is a significant group of researchers
against the learnability of entrepreneurship.
They argue that entrepreneurs are primarily
born, not made (Nicolaou and Shane, 2009).
We opt for a middle way. We believe that
certain aspects of entrepreneurship cannot be
taught, such as self- confidence or persistence.
While we agree with Martin et al. (2013) who
questioned the measurability of education, and
stated in their work, that the difficulty lies
primarily in measuring the effects of
entrepreneurial education.
1. ENTREPRENEURIAL COMPETENCIES
Competency is a concept which includes the
knowledge, attitudes, behaviors and skills which
help a person capable of transforming his/her
ideas into realities. Moore et al. (2002) go
further and distinguish competence,
competency and competencies. Competence
relates to an area of work, competency relates
to the behaviors supporting that area of work,
and competencies relate to the attributes
underpinning these behaviors.
By defining entrepreneurial competencies we
prefer the definition of Lackéus (2013) who
summarizes all the ups and downs of the
assessment of the area. According to him,
entrepreneurial competencies can be defined
as knowledge, skills and attitudes that affect the
willingness and ability to perform the
entrepreneurial job of new value creation; that
can be measured directly or indirectly; and that
can be improved through training and
development. The theory of entrepreneurial
competencies is based on the examination of
the behaviour, attitudes and knowledge of
successful leaders, and combining the
observed aspects to form a picture of an
individual with superior “power”.
Authors often focus on the identification of
different categories of entrepreneurial
competencies (see Table 1). Summarized:
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© The Author(s) 2015
ISSN 1805-0603
Publisher: UWB in Pilsenhttp://www.fek.zcu.cz/tvp/
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competencies that have the strongest impact on
the growth of a company are self-efficacy,
technical skills, personal marketing,
innovation/production guidance and passion to
work. The weaker competencies relate to the
company vision, organizational skills, growth
objectives, skills of identification of opportunities
and experiences in the business (Baum, 1994).
Table 1: Literature review of the categories of entrepreneurial competencies
Source Categories of entrepreneurial competencies
Bartlett & Ghoshal (1997) attitudes and personal characteristics, knowledge, experience and skills
Stuart - Lindsay (1997);
Man, Lau & Chan (2002)
individual skills, knowledge, personal characteristics
Mitchelmore - Rowley
(2010)
entrepreneurial skills (identification of potentially successful market
niches, creating ideas, developing strategies, etc.),
business and managerial skills (development of management systems,
fundraising, operational and business skills, etc.),
relationship skills (developing appropriate organizational culture,
delegation skills, recruiting skills, etc.)
conceptual and relational skills (skills of organization, customer
management skills, interpersonal skills, communication skills, analytical
skills, etc.).
Chandler - Hanks (1994),
Shane - Venkataraman
(2000)
competent entrepreneurs successfully manage the business and their
management role
Chandler - Jansen, 1992;
Herron - Robinson, 1993;
Timmons et al., 1987
identification and selection of business opportunities and self-
management
Hofer - Schendel, 1987 motivation and willingness to work long and hard
Smith - Morse (2005) the importance of functional competencies (e.g. marketing, finance) and
organizational competencies (e.g. skills of organizing, motivating,
personal skills and people management skills).
Man et al. (2002) identification of opportunities, maintaining relationships, conceptual skills,
organizing skills, strategic skills and commitment.
Baum (1994) knowledge, cognitive skills, self- management, administration, human
resources, decision-making skills, management, identification of
opportunities and further development, organizational skills (human
relations and administrative practices).
Hood & Young (1993) leadership skills, human relations skills skills of verbal and written
communication, management skills, reasoning skills of the transaction,
logical thinking, analytical skills, decision-making skills, goal setting,
recruiting, preparing a business plan.
Vukasovi? (2013) social networking
Source: Own construction
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2. DEVELOPING ENTREPRENEURIAL
COMPETENCIES THROUGH
EDUCATION
Competencies are changeable and learnable,
allowing intervention in terms of the selection,
training and development. The development of
entrepreneurial talent is important in sustaining
a competitive advantage in a global economy
that is brought about by innovation. Educational
programs have significant impact on the
entrepreneurial attitudes of potential
entrepreneurs. Empirical evidence confirms that
entrepreneurial programs have successfully
imparted relatively higher confidence among
the potential entrepreneurs to pursue their own
line of entrepreneurial activities (Schroder and
Rodermund, 2006).
This is why the identification of the
entrepreneurial characteristics and the
knowledge of the entrepreneurial profile of
potential entrepreneurs have been gaining a
growing importance in the development of
entrepreneurship oriented educational
programs and start-up processes. Research
findings indicate that entrepreneurship
education is the most relevant factor in what
concerns the willingness to business creation.
On the other side, personal characteristics have
an important role in shaping motivation to start-
up a business as well (Raposo et al. 2008).
Chandler and Jansen (1992) found that
education can contribute to the development of
the competencies of business founders.
Maxwell and Westerfield (2002) argue that an
entrepreneur’s innovativeness, which is an
aspect of his/her competencies, depends
largely on the level of his/her formal education
as well as prior managerial experience. Bird
(1995) suggests that it is worth looking at
education, prior work experience, and industry
experience as factors that could influence the
development of entrepreneurial competencies.
While Krueger and Brazeal (1994) also indicate
that entrepreneurship education prior work
experience could potentially improve one’s
skills and abilities, particularly in recognition of
business opportunities.
Parker and Van Praag (2006) went further and
found that education enhances entrepreneurs'
performance both directly - with a rate of return
of 13.7% - and indirectly, because each extra
year of schooling decreases capital constraints
by 1.18 percentage points. The indirect effect of
education on entrepreneurs' performance is
estimated to be 3.0-4.6 %.
The ultimate goal of entrepreneurial education
is to develop entrepreneurial competencies
among students. Various initiatives put varying
emphasis on knowledge, skills and attitudes
respectively. There is also a variety in focus of
initiatives in terms of educating about, for or
through entrepreneurship. Many initiatives
apply a narrow definition of entrepreneurship
(QAA, 2012; Mahieu, 2006) focusing primarily
on opportunity identification, business
development, self-employment, venture
creation and growth, i.e. learning about, or for
becoming an entrepreneur. Fewer initiatives
apply a broader definition focusing on personal
development, creativity, self reliance, initiative
taking, action orientation, i.e. becoming
entrepreneurial. What definition and approach
is used profoundly affects educational
objectives, target audiences, course content
design, teaching methods and student
assessment procedures, leading to a wide
diversity of approaches. Nevertheless, many
scholars state that there is only one way to
learn to become entrepreneurial, and that is by
learning through own experience.
University equips the potential entrepreneurs
with those attitudes that help them to take
responsibility of their own actions, be creative
and innovative, and also to develop their
creativity in their lives. Universities enhance
entrepreneurial potential of the potential
entrepreneurs (Van Burg et. al, 2008). Now
entrepreneurship has become a prime
university function (Fitzkowitz, 2004). The
common perception of universities as merely
institutions of higher learning is giving way to
one where universities are viewed as engines
of economic growth and development
(Chrisman et. al. 1995).
Almost everywhere in the world universities are
trying to focus on entrepreneurship – not least
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because future pool of the entrepreneurs mainly
consists of university students (potential
entrepreneurs). Academic researchers have
begun to explore the entrepreneurial interests
of potential entrepreneurs. As a result of an
exploratory study, Rodermund (2004) felt able
to generalize that in Germany an
entrepreneurial personality (low agreeableness
and neuroticism, high extraversion, openness,
and conscientiousness) and authoritative
parenting styles were linked to the
entrepreneurial competence of future
entrepreneurs. According to him entrepreneurial
competence could predict entrepreneurial
interest which in turn relate to entrepreneurial
career development in the potential
entrepreneurs.
3. ALUMNI RESEARCH RESULTS
In the following section we provide results of
our research conducted in 2014 with the aim of
analysing the early effects of the incubation
program and getting information about the
entrepreneurial motivation of university citizens.
The research was made among alumni of
University of Pécs focusing on the innovative
skills and flexibility competences. In our result
analysis we sorted the students in groups
according to the above mentioned competence
categories.
The opportunity competence group is one of the
key competences of the successful
entrepreneur (McClelland, 1987). One of the
most important entrepreneurial roles is the
competence of opportunity recognition and
utilization. As shown on Figure 1, the analysis
concentrates on existing and required
competencies applied both as employees and
as entrepreneurs. As it was anticipated from the
employment patterns of graduated students at
the University of Pécs, the required innovative
skills only exceeded the existing competence
level in case of the Faculty of Music and Visual
Arts (MK), the Illyés Gyula Faculty (IGYK) and
the Faculty of Engineering and Information
Technology (PMMIK). The most self-employed
students graduate at these faculties. Every
education unit shows fallback in connection with
flexibility competence except the Faculty of Law
(ÁJK), The Faculty of Sciences (TTK) and the
Faculty of Business and Economics (KTK).
Students face difficulties in their later life
situation due to lack of flexibility.
Figure 1: Opportunity competencies at University of Pécs
Source: DPR kutatás, PTE, 2014
Required: Innovative skills
Current: Innovative skills
Required: Flexibility
Current: Flexibility
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The organizational competence group is similar
to the management competence group it is
necessary to operating a successful and
efficient enterprise. Typical management
competencies are efficiency orientation, pursuit
of high quality work and the traditional skills of
leading, monitoring, organization and
development of outer-inner resources. The
following competencies of the research were
categorized in this group: great workload,
endurance; leading others, good work
organization and time management.
As shown in Figure 2, the students find the first
years spent on the labour market exhausting.
Students from all faculties especially from the
Medical School (ÁOK), the Faculty of Music and
Visual Arts (MK) and the Faculty of Health
Sciences (ETK) noted that there is significant
difference between the existing and required
endurance level. However, students are not
able to exploit their skill to lead others, except
the Medical School (ÁOK). This is definitely in
connection with the number of employed
respondents.
Figure 2: Organizational competencies at University of Pécs
Source: DPR research, University of Pécs, 2014
In the area of work organization and time
management skills, the students also feel that
they are lagging behind. After the flexible
student years the tight pace of work and
Current: Great workload, endurance
Required: Great workload, endurance
Current: Leading Others
Required: Leading Others
Required: Good pace
of work, time
management
Current: Good pace
of work, time
management
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organizing work without guidelines challenge
ALUMNI of University of Pécs. Especially
among students of the Medical School (ÁOK),
the Illyés Gyula Faculty (IGYK), the Faculty of
Engineering and Information Technology
(PMMIK) and the Faculty of Business and
Economics (KTK) there is a significant gap
between the existing and the required level of
competence.
The strategic competencies group contains the
key competencies that are vital for self-
employment. The entrepreneur should be able
to define the goals of the own enterprise, select
the way of achieving goals and apply the
strategy that is necessary to realize goals. This
long-term approach can be linked with the
competence of expertise application in the
practice.
Figure 3: Strategic competencies at University of Pécs
Source: DPR research, University of Pécs, 2014
As indicated in Figure 3, graduated students
report significant lag between required and
existing competences at the Faculty of
Engineering and Information Technology
(PMMIK), the Medical School (ÁOK), the
Faculty of Health Sciences (ETK) and the
Faculty of Law (ÁJK) but the cause of this
problem can stem from different factors. In the
case of Faculty of Engineering and Information
Technology (PMMIK) the significant difference
between required and existing practical
knowledge raises the question about
harmonizing the ratio of theoretical and
practical training with the expectations of the
actual labour market.
The contact competence group includes the
individual-individual and the individual-group
level contact management, cooperation,
building of confidence of communication and
interpersonal skills. As seen in Figure 4, the
current competencies seem to be falling behind
the required level in this competence group.
Students are not forced to deal with conflicts
during their studies and positive effects of
spreading teamwork are also still pending.
Current: Expertise
application in practice
Required: Expertise
application in practice
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Figure 4: Contact competencies at University of Pécs
Source: DPR research, University of Pécs, 2014
The commitment competence group covers the
sum of competences required for the motivation
of the individual. Successful entrepreneurs are
often characterized by diligence, restlessness
and proactivity. The surveyed competences are
autonomy, endurance, monotony tolerance.
According to Figure 5 all graduates except from
the Faculty of Sciences (TTK), Faculty of Adult
Education and Human Resources Development
(FEEK), Faculty of Law (ÁJK), ALUMNI of
University of Pécs fear from the degree of
autonomy when they enter into the labour
market but they are able to deal with monotony
which is part of their work. As it has been
already indicated in connection with
organizational competencies, workload of
students is in sync with challenges of labour
market at Faculty of Business and Economics
(KTK) and Faculty of Science (TTK).
Figure 5: Commitment competencies at University of Pécs
Current: Conflict management skill
Required: Conflict management skill Required: Cooperation with a group
Current: Cooperation with a group
Required: Autonomy
Current: Autonomy Current: Monotony tolerance
Required: Monotony tolerance
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Source: DPR research, University of Pécs, 2014
Finally, the theoretical and the conceptual
competency group contains norms of behaviour
that are hard to define and identify but which
are essential in a successful entrepreneurship.
Analytical and cognitive thinking, learning,
decision making and problem solving ability are
some examples. We analysed only language
skills, computational skills and presentation
skills from the examined competences (as see
Figure 6). The results reflect the strength of
University of Pécs in the field of theoretical
education. The students are satisfied with their
acquired knowledge because it is in accordance
with the one their work require. In connection
with the presentation skills, the students of
Medical School (ÁOK) and Faculty of
Humanities (BTK) reported a slight deficit.
Figure 6: Theoretical, conceptual competencies at University of Pécs
Required: Great workload, endurance
Current: Great workload, endurance
Required: Computational knowledge
Current: Computational knowledge
Required: Language skills
Current: Language skills
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Source: DPR research, University of Pécs, 2014
4. ENTREPRENEURIAL UNIVERSITY
The younger generation of the 21st century
becomes progressively entrepreneurial
according to international results and
researches of University of Pécs. As seen
Figure 7, except Faculty of Music and Visual
Arts (MK), the number of graduates who
become entrepreneurs increased progressively
during the reference period. Most of them
graduated at Faculty of Humanities (BTK) and
Faculty of Engineering and Information
Technology (PMMIK) but it is important to note
that most of the graduates henceforward
become an employees.
Figure 7: The number of entrepreneurs among ALUMNI of University of Pécs between 2010-2013
Source: DPR Research, University of Pécs, 2014
CONCLUSION
We, members of the University of Pécs, believe
that students have a better chance to succeed
in life after getting the diploma, if their
University has an incubation program. We tried
to approach this thesis from defining
entrepreneurship and the competences that
Required: Good presentation skills Current: Good presentation skills
Entrepreneur Entrepreneur Entrepreneur Entrepreneur
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determine it. Our goal was to use a
questionnaire based measuring system, which
aim to identify the skills and competences
required by our alumni compared with the skills
and competences of the Hungarian job market
and the number of students who become
entrepreneurs after their university studies
within five years. With this identification scheme
we are able to monitor the long term effects of
our incubation program. Since we launched our
incubation program, our students have a more
direct route to joining a startup or launching
their own business. A university based
incubator can connect the persons with
entrepreneurial desire with experienced
professionals. These professionals, our so
called mentors advise them on creating new
technology, marketing, funding and other kinds
of sources. Our incubator is special, since we
welcome local entrepreneurs as well as
students from any faculty of the university who
are excited to launch a new venture, or a new
market.
The paper was created within the project “V4
Scientific Centers for the Enhancement of
Financial Literacy and Entrepreneurship
Education“, International Visegrad Fund,
Standard Grant No. 21410134.
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Authors:
Dr. Bed? Zsolt,
Dr. Csapi Vivien,
Posza Alexandra
Faculty of Business and Economics
University of Pécs
H-7622 Pécs, Pákoczi str. 80, Hungary
E-mail: @ktk.pte.hu
E-mail: [email protected]
E-mail: [email protected]
THE ROAD TO ENTREPRENEURSHIP AMONG HUNGARIAN UNIVERSITY CITIZENS
Bed? Zsolt, Vivien Csapi, Posza Alexandra
Abstract
With our incubation program, which we launched about 3 years ago, we provide a unique service for our
students and our colleagues at the University of Pécs. Anybody, who has a viable business idea, can
apply for our program. We give the applicants a mentor, access to our networks and community, and an
opportunity to pitch their idea before investors and venture capitalists. In this paper we tried to proof that
our initiative is for the personal development and carrier opportunities of our students, for the
development and wider national and international recognition of our university and for the greater good
of our region.
Keywords: entrepreneurship; university; Hungary
JEL Classification: A20, L26
doc_988836068.pdf
In this particular brief criteria in relation to the road to entrepreneurship among hungarian university citizens.
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THE ROAD TO ENTREPRENEURSHIP AMONG HUNGARIAN UNIVERSITY
CITIZENS
Bed? Zsolt, Csapi Vivien, Posza Alexandra
INTRODUCTION
The word entrepreneur comes from the French
word “entreprendre”, which means “to do
something”, and it was originally used in the
Middle Ages in the sense of a person who is
active, who gets things done (Hoselitz, 1951).
Entrepreneurs take personal risks in initiating
change, and they expect to be rewarded for it
(Harold, 1994). Entrepreneurship has been
frequently documented in the literature of
development economics as a critical factor in
social and economic development opportunities
of a country (Schumpeter, 1934; Baumol, 1968;
Drucker, 1985), as the engine of economic
growth and job creation (Wong et al., 2005), or
as a response to the increasingly globalized,
uncertain and complex environment we live in
(Gibb, 2002).
This is the reason why entrepreneurial or
entrepreneurship education has seen recently
an exponential growth worldwide, especially in
higher education (Kuratko, 2005). United States
and United Kingdom are leaders in
entrepreneurial education (Erkkilä, 2000), with a
defined focus on the specific context of setting
up a venture and becoming selfemployed
(QAA, 2012, Mahieu, 2006). In Europe, the
education of entrepreneurship focuses more
broadly on personal development, mind-set,
skills and abilities.
The question that never seems to go out of
fashion is “Can entrepreneurship be taught?”.
Among others, Kuratko (2005), Gorman et al.
(1997) and Pittawy and Cope (2007) bring up
evidences in favour of a “Yes” answer.
According to them, with entrepreneurial
education we can develop some level of
entrepreneurial competencies in terms of
knowledge, skills and/or attitudes (more about
entrepreneurial competencies in chapter 1).
There is a significant group of researchers
against the learnability of entrepreneurship.
They argue that entrepreneurs are primarily
born, not made (Nicolaou and Shane, 2009).
We opt for a middle way. We believe that
certain aspects of entrepreneurship cannot be
taught, such as self- confidence or persistence.
While we agree with Martin et al. (2013) who
questioned the measurability of education, and
stated in their work, that the difficulty lies
primarily in measuring the effects of
entrepreneurial education.
1. ENTREPRENEURIAL COMPETENCIES
Competency is a concept which includes the
knowledge, attitudes, behaviors and skills which
help a person capable of transforming his/her
ideas into realities. Moore et al. (2002) go
further and distinguish competence,
competency and competencies. Competence
relates to an area of work, competency relates
to the behaviors supporting that area of work,
and competencies relate to the attributes
underpinning these behaviors.
By defining entrepreneurial competencies we
prefer the definition of Lackéus (2013) who
summarizes all the ups and downs of the
assessment of the area. According to him,
entrepreneurial competencies can be defined
as knowledge, skills and attitudes that affect the
willingness and ability to perform the
entrepreneurial job of new value creation; that
can be measured directly or indirectly; and that
can be improved through training and
development. The theory of entrepreneurial
competencies is based on the examination of
the behaviour, attitudes and knowledge of
successful leaders, and combining the
observed aspects to form a picture of an
individual with superior “power”.
Authors often focus on the identification of
different categories of entrepreneurial
competencies (see Table 1). Summarized:
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© The Author(s) 2015
ISSN 1805-0603
Publisher: UWB in Pilsenhttp://www.fek.zcu.cz/tvp/
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competencies that have the strongest impact on
the growth of a company are self-efficacy,
technical skills, personal marketing,
innovation/production guidance and passion to
work. The weaker competencies relate to the
company vision, organizational skills, growth
objectives, skills of identification of opportunities
and experiences in the business (Baum, 1994).
Table 1: Literature review of the categories of entrepreneurial competencies
Source Categories of entrepreneurial competencies
Bartlett & Ghoshal (1997) attitudes and personal characteristics, knowledge, experience and skills
Stuart - Lindsay (1997);
Man, Lau & Chan (2002)
individual skills, knowledge, personal characteristics
Mitchelmore - Rowley
(2010)
entrepreneurial skills (identification of potentially successful market
niches, creating ideas, developing strategies, etc.),
business and managerial skills (development of management systems,
fundraising, operational and business skills, etc.),
relationship skills (developing appropriate organizational culture,
delegation skills, recruiting skills, etc.)
conceptual and relational skills (skills of organization, customer
management skills, interpersonal skills, communication skills, analytical
skills, etc.).
Chandler - Hanks (1994),
Shane - Venkataraman
(2000)
competent entrepreneurs successfully manage the business and their
management role
Chandler - Jansen, 1992;
Herron - Robinson, 1993;
Timmons et al., 1987
identification and selection of business opportunities and self-
management
Hofer - Schendel, 1987 motivation and willingness to work long and hard
Smith - Morse (2005) the importance of functional competencies (e.g. marketing, finance) and
organizational competencies (e.g. skills of organizing, motivating,
personal skills and people management skills).
Man et al. (2002) identification of opportunities, maintaining relationships, conceptual skills,
organizing skills, strategic skills and commitment.
Baum (1994) knowledge, cognitive skills, self- management, administration, human
resources, decision-making skills, management, identification of
opportunities and further development, organizational skills (human
relations and administrative practices).
Hood & Young (1993) leadership skills, human relations skills skills of verbal and written
communication, management skills, reasoning skills of the transaction,
logical thinking, analytical skills, decision-making skills, goal setting,
recruiting, preparing a business plan.
Vukasovi? (2013) social networking
Source: Own construction
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2. DEVELOPING ENTREPRENEURIAL
COMPETENCIES THROUGH
EDUCATION
Competencies are changeable and learnable,
allowing intervention in terms of the selection,
training and development. The development of
entrepreneurial talent is important in sustaining
a competitive advantage in a global economy
that is brought about by innovation. Educational
programs have significant impact on the
entrepreneurial attitudes of potential
entrepreneurs. Empirical evidence confirms that
entrepreneurial programs have successfully
imparted relatively higher confidence among
the potential entrepreneurs to pursue their own
line of entrepreneurial activities (Schroder and
Rodermund, 2006).
This is why the identification of the
entrepreneurial characteristics and the
knowledge of the entrepreneurial profile of
potential entrepreneurs have been gaining a
growing importance in the development of
entrepreneurship oriented educational
programs and start-up processes. Research
findings indicate that entrepreneurship
education is the most relevant factor in what
concerns the willingness to business creation.
On the other side, personal characteristics have
an important role in shaping motivation to start-
up a business as well (Raposo et al. 2008).
Chandler and Jansen (1992) found that
education can contribute to the development of
the competencies of business founders.
Maxwell and Westerfield (2002) argue that an
entrepreneur’s innovativeness, which is an
aspect of his/her competencies, depends
largely on the level of his/her formal education
as well as prior managerial experience. Bird
(1995) suggests that it is worth looking at
education, prior work experience, and industry
experience as factors that could influence the
development of entrepreneurial competencies.
While Krueger and Brazeal (1994) also indicate
that entrepreneurship education prior work
experience could potentially improve one’s
skills and abilities, particularly in recognition of
business opportunities.
Parker and Van Praag (2006) went further and
found that education enhances entrepreneurs'
performance both directly - with a rate of return
of 13.7% - and indirectly, because each extra
year of schooling decreases capital constraints
by 1.18 percentage points. The indirect effect of
education on entrepreneurs' performance is
estimated to be 3.0-4.6 %.
The ultimate goal of entrepreneurial education
is to develop entrepreneurial competencies
among students. Various initiatives put varying
emphasis on knowledge, skills and attitudes
respectively. There is also a variety in focus of
initiatives in terms of educating about, for or
through entrepreneurship. Many initiatives
apply a narrow definition of entrepreneurship
(QAA, 2012; Mahieu, 2006) focusing primarily
on opportunity identification, business
development, self-employment, venture
creation and growth, i.e. learning about, or for
becoming an entrepreneur. Fewer initiatives
apply a broader definition focusing on personal
development, creativity, self reliance, initiative
taking, action orientation, i.e. becoming
entrepreneurial. What definition and approach
is used profoundly affects educational
objectives, target audiences, course content
design, teaching methods and student
assessment procedures, leading to a wide
diversity of approaches. Nevertheless, many
scholars state that there is only one way to
learn to become entrepreneurial, and that is by
learning through own experience.
University equips the potential entrepreneurs
with those attitudes that help them to take
responsibility of their own actions, be creative
and innovative, and also to develop their
creativity in their lives. Universities enhance
entrepreneurial potential of the potential
entrepreneurs (Van Burg et. al, 2008). Now
entrepreneurship has become a prime
university function (Fitzkowitz, 2004). The
common perception of universities as merely
institutions of higher learning is giving way to
one where universities are viewed as engines
of economic growth and development
(Chrisman et. al. 1995).
Almost everywhere in the world universities are
trying to focus on entrepreneurship – not least
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because future pool of the entrepreneurs mainly
consists of university students (potential
entrepreneurs). Academic researchers have
begun to explore the entrepreneurial interests
of potential entrepreneurs. As a result of an
exploratory study, Rodermund (2004) felt able
to generalize that in Germany an
entrepreneurial personality (low agreeableness
and neuroticism, high extraversion, openness,
and conscientiousness) and authoritative
parenting styles were linked to the
entrepreneurial competence of future
entrepreneurs. According to him entrepreneurial
competence could predict entrepreneurial
interest which in turn relate to entrepreneurial
career development in the potential
entrepreneurs.
3. ALUMNI RESEARCH RESULTS
In the following section we provide results of
our research conducted in 2014 with the aim of
analysing the early effects of the incubation
program and getting information about the
entrepreneurial motivation of university citizens.
The research was made among alumni of
University of Pécs focusing on the innovative
skills and flexibility competences. In our result
analysis we sorted the students in groups
according to the above mentioned competence
categories.
The opportunity competence group is one of the
key competences of the successful
entrepreneur (McClelland, 1987). One of the
most important entrepreneurial roles is the
competence of opportunity recognition and
utilization. As shown on Figure 1, the analysis
concentrates on existing and required
competencies applied both as employees and
as entrepreneurs. As it was anticipated from the
employment patterns of graduated students at
the University of Pécs, the required innovative
skills only exceeded the existing competence
level in case of the Faculty of Music and Visual
Arts (MK), the Illyés Gyula Faculty (IGYK) and
the Faculty of Engineering and Information
Technology (PMMIK). The most self-employed
students graduate at these faculties. Every
education unit shows fallback in connection with
flexibility competence except the Faculty of Law
(ÁJK), The Faculty of Sciences (TTK) and the
Faculty of Business and Economics (KTK).
Students face difficulties in their later life
situation due to lack of flexibility.
Figure 1: Opportunity competencies at University of Pécs
Source: DPR kutatás, PTE, 2014
Required: Innovative skills
Current: Innovative skills
Required: Flexibility
Current: Flexibility
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The organizational competence group is similar
to the management competence group it is
necessary to operating a successful and
efficient enterprise. Typical management
competencies are efficiency orientation, pursuit
of high quality work and the traditional skills of
leading, monitoring, organization and
development of outer-inner resources. The
following competencies of the research were
categorized in this group: great workload,
endurance; leading others, good work
organization and time management.
As shown in Figure 2, the students find the first
years spent on the labour market exhausting.
Students from all faculties especially from the
Medical School (ÁOK), the Faculty of Music and
Visual Arts (MK) and the Faculty of Health
Sciences (ETK) noted that there is significant
difference between the existing and required
endurance level. However, students are not
able to exploit their skill to lead others, except
the Medical School (ÁOK). This is definitely in
connection with the number of employed
respondents.
Figure 2: Organizational competencies at University of Pécs
Source: DPR research, University of Pécs, 2014
In the area of work organization and time
management skills, the students also feel that
they are lagging behind. After the flexible
student years the tight pace of work and
Current: Great workload, endurance
Required: Great workload, endurance
Current: Leading Others
Required: Leading Others
Required: Good pace
of work, time
management
Current: Good pace
of work, time
management
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organizing work without guidelines challenge
ALUMNI of University of Pécs. Especially
among students of the Medical School (ÁOK),
the Illyés Gyula Faculty (IGYK), the Faculty of
Engineering and Information Technology
(PMMIK) and the Faculty of Business and
Economics (KTK) there is a significant gap
between the existing and the required level of
competence.
The strategic competencies group contains the
key competencies that are vital for self-
employment. The entrepreneur should be able
to define the goals of the own enterprise, select
the way of achieving goals and apply the
strategy that is necessary to realize goals. This
long-term approach can be linked with the
competence of expertise application in the
practice.
Figure 3: Strategic competencies at University of Pécs
Source: DPR research, University of Pécs, 2014
As indicated in Figure 3, graduated students
report significant lag between required and
existing competences at the Faculty of
Engineering and Information Technology
(PMMIK), the Medical School (ÁOK), the
Faculty of Health Sciences (ETK) and the
Faculty of Law (ÁJK) but the cause of this
problem can stem from different factors. In the
case of Faculty of Engineering and Information
Technology (PMMIK) the significant difference
between required and existing practical
knowledge raises the question about
harmonizing the ratio of theoretical and
practical training with the expectations of the
actual labour market.
The contact competence group includes the
individual-individual and the individual-group
level contact management, cooperation,
building of confidence of communication and
interpersonal skills. As seen in Figure 4, the
current competencies seem to be falling behind
the required level in this competence group.
Students are not forced to deal with conflicts
during their studies and positive effects of
spreading teamwork are also still pending.
Current: Expertise
application in practice
Required: Expertise
application in practice
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Figure 4: Contact competencies at University of Pécs
Source: DPR research, University of Pécs, 2014
The commitment competence group covers the
sum of competences required for the motivation
of the individual. Successful entrepreneurs are
often characterized by diligence, restlessness
and proactivity. The surveyed competences are
autonomy, endurance, monotony tolerance.
According to Figure 5 all graduates except from
the Faculty of Sciences (TTK), Faculty of Adult
Education and Human Resources Development
(FEEK), Faculty of Law (ÁJK), ALUMNI of
University of Pécs fear from the degree of
autonomy when they enter into the labour
market but they are able to deal with monotony
which is part of their work. As it has been
already indicated in connection with
organizational competencies, workload of
students is in sync with challenges of labour
market at Faculty of Business and Economics
(KTK) and Faculty of Science (TTK).
Figure 5: Commitment competencies at University of Pécs
Current: Conflict management skill
Required: Conflict management skill Required: Cooperation with a group
Current: Cooperation with a group
Required: Autonomy
Current: Autonomy Current: Monotony tolerance
Required: Monotony tolerance
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Source: DPR research, University of Pécs, 2014
Finally, the theoretical and the conceptual
competency group contains norms of behaviour
that are hard to define and identify but which
are essential in a successful entrepreneurship.
Analytical and cognitive thinking, learning,
decision making and problem solving ability are
some examples. We analysed only language
skills, computational skills and presentation
skills from the examined competences (as see
Figure 6). The results reflect the strength of
University of Pécs in the field of theoretical
education. The students are satisfied with their
acquired knowledge because it is in accordance
with the one their work require. In connection
with the presentation skills, the students of
Medical School (ÁOK) and Faculty of
Humanities (BTK) reported a slight deficit.
Figure 6: Theoretical, conceptual competencies at University of Pécs
Required: Great workload, endurance
Current: Great workload, endurance
Required: Computational knowledge
Current: Computational knowledge
Required: Language skills
Current: Language skills
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Source: DPR research, University of Pécs, 2014
4. ENTREPRENEURIAL UNIVERSITY
The younger generation of the 21st century
becomes progressively entrepreneurial
according to international results and
researches of University of Pécs. As seen
Figure 7, except Faculty of Music and Visual
Arts (MK), the number of graduates who
become entrepreneurs increased progressively
during the reference period. Most of them
graduated at Faculty of Humanities (BTK) and
Faculty of Engineering and Information
Technology (PMMIK) but it is important to note
that most of the graduates henceforward
become an employees.
Figure 7: The number of entrepreneurs among ALUMNI of University of Pécs between 2010-2013
Source: DPR Research, University of Pécs, 2014
CONCLUSION
We, members of the University of Pécs, believe
that students have a better chance to succeed
in life after getting the diploma, if their
University has an incubation program. We tried
to approach this thesis from defining
entrepreneurship and the competences that
Required: Good presentation skills Current: Good presentation skills
Entrepreneur Entrepreneur Entrepreneur Entrepreneur
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determine it. Our goal was to use a
questionnaire based measuring system, which
aim to identify the skills and competences
required by our alumni compared with the skills
and competences of the Hungarian job market
and the number of students who become
entrepreneurs after their university studies
within five years. With this identification scheme
we are able to monitor the long term effects of
our incubation program. Since we launched our
incubation program, our students have a more
direct route to joining a startup or launching
their own business. A university based
incubator can connect the persons with
entrepreneurial desire with experienced
professionals. These professionals, our so
called mentors advise them on creating new
technology, marketing, funding and other kinds
of sources. Our incubator is special, since we
welcome local entrepreneurs as well as
students from any faculty of the university who
are excited to launch a new venture, or a new
market.
The paper was created within the project “V4
Scientific Centers for the Enhancement of
Financial Literacy and Entrepreneurship
Education“, International Visegrad Fund,
Standard Grant No. 21410134.
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Authors:
Dr. Bed? Zsolt,
Dr. Csapi Vivien,
Posza Alexandra
Faculty of Business and Economics
University of Pécs
H-7622 Pécs, Pákoczi str. 80, Hungary
E-mail: @ktk.pte.hu
E-mail: [email protected]
E-mail: [email protected]
THE ROAD TO ENTREPRENEURSHIP AMONG HUNGARIAN UNIVERSITY CITIZENS
Bed? Zsolt, Vivien Csapi, Posza Alexandra
Abstract
With our incubation program, which we launched about 3 years ago, we provide a unique service for our
students and our colleagues at the University of Pécs. Anybody, who has a viable business idea, can
apply for our program. We give the applicants a mentor, access to our networks and community, and an
opportunity to pitch their idea before investors and venture capitalists. In this paper we tried to proof that
our initiative is for the personal development and carrier opportunities of our students, for the
development and wider national and international recognition of our university and for the greater good
of our region.
Keywords: entrepreneurship; university; Hungary
JEL Classification: A20, L26
doc_988836068.pdf