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Vállalkozói képzés a 21. században a felsőoktatásban – lehetőségek, módszerek, jó gyakorlatok
1-18Views:464Challenges of the 21st century require answers from higher education as well. In Europe, most of the entrepreneurship programmes on the higher education institutions are less than ten years old. Whilst business studies may battle for academic legitimacy, it has a clear advantage when it comes to graduate employability. The aim of this paper is to give answer to the following questions: why entrepreneurship education is important, what are the methods which are already used and what are the results of them. The answers to the questions are based on literature reviews, a case study and in-depth interviews with alumni carried out at the University of Debrecen, where since 2010 Team Academy Debrecen, a new education model from Finland is implemented. Tiimiakatemia education is an innovative Finnish model founded in 1993 by Johannes Partanen that develops team entrepreneurs. Based on the results some of the important elements of entrepreneurship teachability are: learning by doing, passion, learning in teams, coaching and mentoring.
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Application of Team Coaching Tools for University Education – Case Study
445-456Views:439In 2010 the innovative Finnish higher education system (Tiimiakatemia – Team Academy) was launched at University of Debrecen Faculty of Economics and Business, which was also awarded by OECD and has been run at JAMK University of Applied Sciences in Jyvaskyla since 1993. In this system, we create team entrepreneurs who have to work together in teams. In this research the authors would like to look at how we can use the team coaching tools as a part of this model in our team entrepreneur education system to build high performing teams. Tuckman named five stages of team formation: forming, storming, norming, performing and adjourning. A new team cannot be expected to perform as an excellent team when it first comes together. It takes time forming a team, and they often go through recognizable stages as they change from being a collection of strangers to a united group with common goals. You have to understand it at first, than you can help your team become effective more quickly. Authors of this study work as team coaches in Team Academy Debrecen. In the last 6 years we have worked with several teams and experienced how group dynamics present at the teams and change through the learning process. We have faced with great storming period at different teams and managed to build high performing entrepreneur teams as well. Our experiences are introduced as case studies, after analysing, consequences will be concluded. As in the EFQM model we can find that to survive in the global competitive markets companies need the best teams for the best results.
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The New Type of Employment: the Specificity of the Platform Economy and Platform Work
75-90Views:108The industry value of the global platform economy exceeded 7 trillion US dollars by the end of the second decade of the 21st century. The income generated by the platform economy in the European Union produced an almost five-fold increase in the period between 2016-2020, as its volume increased from 3 billion euros to 14 billion euros. Nevertheless, due to the lack of global consensus and precedent, the delimitation of the platform business model and work, its legal regulation and verifiability and compliance, due to its innovative nature, are unresolved at the world and European level. The objective of the article is to define the conditions, rules and practical application of the platform economy and platform work, relying on international (English-language, mostly European) secondary information, thereby revealing the problems and difficulties, as well as discussing its advantages and disadvantages.
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Examination of Z Generation’s Motivation and Expectations on Higher Education
1-13Views:464Today’s students at secondary schools, the so-called Z generation will be the customers in higher education in the near future. Members of the generation 'Z' were born between the early 1990’s and at the end of the 2000’s and significantly differ from the previous generation Y. They are called as Sharing Generation and Digital Generation as well. They have special learning habits and special expectations about learning, teaching and theories. These facts bring up a question about suitability and efficiency of traditional and actual methods in higher education in connection with their teaching and personal development. In this research expectations of students in year 11 will be examined about the higher education in general and with special regard to the business higher education.
