The practice of participation has gained prominence in several disciplines recently. The present study discusses how participation meets system dynamics, a particular modelling method, which looks at complex systems from an endogenous viewpoint. System dynamics has always oriented itself towards practical problems and engaged with clients actively. This tradition is represented in contemporary participatory methods. We can underpin the involvement of stakeholders in a number of ways: with normative arguments (participation is a democratic right), substantive (involvement produces better knowledge), instrumental (participation improves the chance of success), and transformative ones (improvement of social capital). We discuss three schools of participatory system dynamics. First, group model building, a professional and practical method. Next, participatory system dynamics modelling, which is rooted in public policy decisions and aims to involve stakeholders actively. Finally, community‐based system dynamics aims for the empowerment of communities, with long‐term deep commitment on the part of the researcher.

The complexity of sustainability issues prompts both science and policy‐making to broaden their methodologies in finding solutions to problems of environmental, social and economic sustainability. In the realms of post‐normal science, quests to find adequate answers to everyday challenges happen in an issue‐driven, policy‐oriented manner where the issue of involving the widest possible range of stakeholders is of utmost importance. Participatory systems mapping is a new type of participatory technique, which has emerged in the last few years. In such a process, participants jointly devise diagrams on a topical issue and develop policy recommendations. The paper discusses an experiment applying this method concerning the issue of sustainable consumption. The authors point out that systems mapping has many significant features that can enrich participatory methodologies. However, the participatory potential of systems mapping might be limited because it can be demanding for groups with lower levels of knowledge capital. Copyright © 2015 John Wiley & Sons, Ltd.

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Sustainability and employment are terms seldom used together. Especially when defining sustainability in the stricter sense of the word, delineating a world where strong sustainability is the norm, it is problematic to deduct which elements may compose sustainable employment. In the relevant discourse, two distinct directions can be identified. Ecological modernization promises -quick fixes‖ to employment problems while reducing environmentally harmful economic activities without initiating major changes either in our ways of thinking or in our way of living. At the same time, the radical change paradigm disposes of the concepts of the free market society and believes that new -great transformations‖ are unavoidable, whereby values must change just as much as institutions. Yet, how far have these normative theoretical approaches penetrated our everyday thinking? The paper builds upon the experience of a backcasting project on sustainable employment conducted in Hungary in 2012 and early 2013 and suggests that when people are given the chance to leave the path dependencies of today behind and imagine a sustainable future, their normative visions provide us with invaluable insight as to what may constitute sustainable employment. It also contributes towards our understanding of which policy tools lead us towards a more sustainable world of work in particular and a more sustainable society in general.

ABSTRACT

This paper provides a systematic review of the international literature concerning the issue of parental mediation related to children's technology usage. The review covers papers published between 2007 and 2017. Our paper pays special attention to the diversity of the conceptual frameworks utilised in the empirical literature to describe the various forms of parental mediation strategies. Therefore, it also intends to create a typology clarifying the complex relationships of these various concepts. As a result, based on earlier empirical findings, four main parental mediation strategies are identified: 1. restriction, 2. active parental mediation and co-use, 3. monitoring, and 4. deference. Furthermore, the paper outlines the most important thematic areas related to parental mediation. Three specific issues seem to emerge from the literature: 1. risky online behaviour, 2. privacy (especially in connection with sharing private information), and 3. problematic technology usage. So far, most of the research projects of parental mediation remained at a general level, and in relation to these, the empirical results are quite ambiguous and inconclusive. Besides, the inconsistent use of terms makes comparison of the data difficult. The role of other factors linked to parental mediation is also not unequivocal in the literature. One exception to this 'rule' is related to the age of children, namely, it is a general pattern that parents mediate older children less frequently. Furthermore, gender and the level of digital literacy also seem to be significant factors determining modes of parental mediation. Lastly, it can be argued that the sociological perspective is lacking from most of the papers. This would have allowed focusing on the role of socioeconomic status of technology use more closely, thereby exploring the phenomenon of parental mediation in a more nuanced way.

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Fontos gazdaságpolitikai cél, hogy minél több és minél felkészültebb vállalkozók vegyen részt a társadalmi és gazdasági életben. Ennek kapcsán azonban felvetődik a kérdés, hogy milyen módon tudunk vállalkozókat képezni a felsőoktatásban. Jelen tanulmány is ehhez a kérdéshez kapcsolódik. Célja annak bemutatása, hogy az általános tanítási/tanulási modellek milyen formában jelennek meg a vállalkozóképzésben. A kínálati modell a tudásátadást, a keresleti modell a tanulói jelentésadást, míg a kompetenciamodell a komplex helyzetekhez való alkalmazkodást helyezi középpontba. A tanulmány második része ezeket a modelleket már a vállalkozóképzés szemszögéből tárgyalja. Végezetül az írás a kitér arra, hogy milyen módon egészíthetik ki egymást ezek a modellek, majd ennek kapcsán összefoglalja a tanulmány legfontosabb üzeneteit. Kulcsszavak: tanítási/tanulási modellek, vállalkozóképzés, problémaalapú tanulás, projektalapú tanulás The participation of many well-trained and highly skilled entrepreneurs in the social and economic life is an important and topical policy goal. In relation to this goal, the question arises how we can train entrepreneurs in higher education. This paper contributes to the discussion of this question. It aims to present how different teaching and learning models are utilised in entrepreneurial education. The supply model emphasises knowledge-transfer, the demand model focuses on students' knowledge-construction, while the competence model facilitates students' learning by the shaping of and adaptation to complex, professional situations. The second part discusses these models with regards to entrepreneurial education. Lastly, the paper touches upon the issue of how the different models might reinforce each other.