A vállalkozóképzés formái

Abstract

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.

Drifting, Not Driving. Identity Structure Analysis to Explore Entrepreneurial Identity

“…In most societies, entrepreneurs are appreciated for their contributions to national and global-level economies as leaders, innovators, and job providers (McNabb, 2004;Király, 2020;Kassai, 2020). The hostility that developed into an ambivalent stance in the soft dictatorship economy of Hungary has left its marks on entrepreneurs' contemporary social positions, public perception, and identity development.…”

“…The negative impact of the Covid-19 pandemic, especially among those whose business depends largely on personal contacts, is a significant factor. Possibly, in a more developed region, patterns of strategic thinking, a key competence identified by Király (2020) would be present. The political debates and conflicts preceding the oncoming 2022 national elections started much earlier than predicted, consequently, one of the entities (a typical politician) that had seemed both appropriate and informative in the designing phase could become a source for distortions, as an entity either attracting highly polarized statements or zero evaluations.…”

“…This early definition was meant to embrace all the common aspects in entrepreneurial identity and provided an initial "vocabulary of motives" (Demetry, 2017;Bell et al, 2018;Dodd, 2002). This is reflected in today's conceptions on the leaders of start-up ventures (Király, 2020;Kézai & Konczosné Szombathelyi, 2020). Empirical research has identified 12 core competencies as identity elements: creative, accessible, inspiring, motivating, able to make decisions, flexible, agile, fair, motivated, ethical, and outcome-oriented (Kassai, (2020, p. 65).…”

“…The wider public, the institutions and the entrepreneurs themselves often define a conclusive event or experience supporting their decisions to become entrepreneur. This narrative reconstruction on the development of entrepreneurial identity is underpinned by administrative measures, research, and various education programmes in business schools (Király, 2020). However, the choice today seems less conscious and predetermined.…”

“…A general preference for stability narratives ("has always been like this…") (Gergen & Gergen, 1997) may disguise this important and universal characteristic. This is problematic, as entrepreneurs would probably need different educational resources as they proceed through these developmental cycles (Király, 2020).…”