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International students in Hungarian higher education
113-132Views:346Overall, higher education in Hungary is popular with students from abroad, even if there are significant differences in terms of its structure. The ever-faster increase in the annual headcount of the international student body serves as proof to this statement. The expansion of the size of the body of international students is of special importance in higher education since in 2016 the Hungarian government set the objective of having 40,000 international students by 2023 (EMMI, 2016).
Numerous studies have been published on this topic, usually focusing on specific issues, including, for example, the countries from which we receive most of the students, the most popular majors, possible economic advantages due to the presence of a great number of international students, and how internationalization takes place in higher education in Hungary.
By means of processing data published by the Hungarian Educational Authority [Oktatási Hivatal], this paper aims to present the changes in the number of international students in Hungary over the past ten years. This also includes the discussion of the structure of these changes related to a variety of issues such as relations, types of institutions and their ownership, levels and types of programs, as well as gender proportions. However, even with this effort, the officially available statistics are suitable for presenting a properly detailed assessment of the situation only to a limited extent.
JEL code: I23
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The role of the green week in the MBA curriculum
Views:108The purpose of the paper is to demonstrate the potential of experiential learning in fulfilling the role of higher education institutions in teaching and promoting an MBA education. The educational achievements of the Green Week of the MBA in Agribusiness and Commerce (AgriMBA) are highlighted and challenges and areas in need of improvement are discussed.
Curriculum serves as the foundation of teaching students. While progress has been made in MBA curriculum, including economics, informatics, finance, marketing, and management, integrating these knowledge areas into experiential learning should be a key component of an MBA education. The AgriMBA provides such an integration of knowledge areas within an experiential learning environment of the Green Week. The Green Week has included 343 students representing 21 countries, six continents, and 11 universities, involved 34 case studies, and hosted by six universities during the 17 years it has been held.
Although most MBA programs include case studies in their curriculum, the Green Week is unique in providing “live”, real-time case studies, where students representing multiple universities and countries come together to present their recommendations to business executives. This intensive, experiential learning opportunity exhibits how students from different cultural backgrounds are able to quickly form functional teams, apply curriculum knowledge areas, and effectively achieve this ambitious goal.
JEL CODE: A23
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Organic food sourcing, processing and distribution: a case of satisfying a growing market
5-10Views:299A case study of an organic food company in the Slovak Republic involved in producing and sourcing inputs, food processing and distribution is presented. The case is based on a June 2014 “live” case study prepared for students in International MBA in Agribusiness programs at the Slovak University of Agriculture in Nitra, Warsaw University of Life Sciences and the National University of Life and Environmental Sciences of Ukraine, Kiev. The company was established in 2001 with the objective to bring organic food to health conscious consumers. The company grows organic spelt grain, wheat, rye, buckwheat, herbs and apples on its 156 ha and 400 ha of owned and rented farmland. The company further processes these crops into more than 40 finished products. Students are presented with company information and summaries of a company visit and discussions with management. Students perform PEST and SWOT analyses, identify a shortage of owned and leased land as a problem the company must address, conduct research and analysis, and recommend product specification contracts as a solution to the problem.
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The evolution of the Avacongress
113Views:129In the early 1990’s MBA educations started independently in Warsaw, Prague, and Debrecen. In the middle 1990’s a small network was estblished with the mentioned institutions, as well as supporters from different universities like Wageningen, Aberdeen, Cork, later Fayetteville fromArcansas (USA). In the beginning of the 21st century the network became bigger. That time did Kiev join the Network, and started negotiations with Moscow Paralell to extended network leading by Warsaw University we applied for a EU Leonardo grant. The proposal was to develop the teaching and learning materials in the programme to a common approved standard. In order to improve the quality of teaching a set of commonly approved, standardized teaching materials had been eveleoped: Handbooks fo rmodules taught within 7 courses of the MBA programs: Public Policy, Economics, Management, Marketing, Finance, Operational Methods and International Agribusiness. Handbooks and case studies had been put on Warsaw University’s website and are now accessible for teachers and students from all academic institutions participating in the project. Materials had been developed by teams of experts in specific fields from different Universities.The whole set of materials was prepared in English. Another product of the project is the quality assurance standards applied by all MBA programs and an accreditation procedurefor the International Board. That time formulated the name AGRIMBA which is official name of the International Network on Agribusiness and Commerce.
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ONLINE AND E-LEARNING BEST PRACTICES, NEEDS AND HABITS FOR THE INTERNATIONAL AGRIMBA NETWORK
Views:166From the literature part of this research, it shows that, some of the most popular Learning Management Systems (LMS), such as Moodle, Canvas and Blackboard, are used by many universities and colleges worldwide and their popularity is steadily increasing as more institutions adopt online learning. The usage statistics of LMSs by universities can be influenced by a number of factors, such as the size of the university, the specific requirements of the institution, the availability of alternative solutions, and the preferences of faculty and students. In addition, the popularity of LMSs among universities may change over time as new systems enter the market or as existing systems improve and evolve. Based on the number of customers, Moodle's three biggest competitors in the learning management systems category are Google Classroom with 11.70%, LinkedIn Learning with 8.87% and TalentLMS with 5.16% market share.
The most frequently used functionalities of the e-learning system are: study content creation, course management and content library, and the least frequently used are integration with other systems, multilanguage utility, plagiarism checking, accessibility to people with disabilities and personalized learning. Similarly, the most popular functionalities are course management, study content creation and assessment and testing. Respondents least liked the functions of integration with other systems, webinars, accessibility for inclusion, and video hosting and streaming.
Lectures or slides are most often uploaded to platforms, followed by written materials and links, then videos, pictures and tables. Judging by the answers received, the majority of respondents are either completely satisfied (34%) or moderately satisfied (42%) with the e-learning systems they are using now.
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