Developing entrepreneurial activities and abilities via international virtual programs

1. Developing entrepreneurial activities and abilities via international virtual programs Edit Lukács vgtedith@uni-miskolc.hu Assistant professor University of Miskolc, HUNGARY

2. Contant • The economic environment of North-Hungarian region • Survey results of research among students (Faculty of Economics, Univ. of Miskolc) • International projects to develop the entrepreneurial skills.

3. North-Hungarian region(B-A-Z county, Heves county, Nógrád county)

4. The rate of enterprises among the regions in Hungary

5. The concentration of enterprises in the North-Hungarian region (2001) Low Medium High

7. Borsod-Abaúj-Zemplén county is full with very small villages

10. Need entrepreneurial skills • In this economic environment we need well qualified entrepreneurs, who can provide • Working place • Investment • Tax income to the local government

11. Students plan after the secondary school in Hungary Postsecundary and work 2% Go to work!!! Higher education Postsecundary courses & univ. studies

12. Survey among students • 2006, 2007 • 265 MSc student • 152 post-graduate student

13. Bachelor (BSc) courses in Miskolc Management and Economics Entrepreneurship Human Resource Management Social management Commerce and Marketing Sales Marketing communication Finance and Accounting Finance and Banking Accounting International business International businesse European regional economic affairs

14. Which county are you from? We compete in a local market!

15. Did you work during the university studies?

16. When do you plan to start to work after graduation? I’m employed I don’t want to find job In 3 month Within half a year

17. Do you have a working experience in abroad? 10% YES

18. Where did you work in abroad? Germany

19. Have you been a student in abroad? NO Need increase this activity!

20. Where did you study? (44 answers) Sweden Russia France

21. Where do you want to work after graduation? 2006 Locally 3% abroad

22. Do you plan to be employed in abroad within 5 years? No Yes ???

23. The aims and results of Cross Sector Virtual Mobility (CSVM) and Cross Border Virtual Entrepreneurship (CBVE) programs in Hungary

24. CSVM results • Strength: We have experience how to organise a virtual internship • Weakness: It was too early, first we should teach entrepreneurial skills. • Benefit: Some company’s interest.

25. The main objective of CBVE is to enhance the professional skills of students by lifelong open and flexible learning approaches, with a specific focus on the development, extension and expansion of entrepreneurial skills.

26. By developing pedagogically-rich learning content and recruiting non-traditional learners, CBVE directly engages the stated target group and offers them a unique opportunity to lever entrepreneurial training. A main benefit for the learner is the value added which is created in his or her portfolioconcerning acquired entrepreneurial competence. In the end, the learner is better equipped for successful business start-up, as well as for innovation inside traditional companies. In all, the prospects of (self and/or wage) employability increase.

27. WP 4. Univesity of Miskolc • Content related tasks – Faculty of Economics • ICT/e-learning environment related tasks – North Hungarian Regional Distance Education Centre • E-learning methodology – joint resposibility

28. WP 4. Creteria and configuration of an entrepreneurial test-bed 4.1. General frame-work for pilot-run (models for organisation) 4.2 Scenarios for business planning pilot 4.3 Logistics of institutions, staff, students and externals 4.4. Technical facilities for collaboration on platform

29. CBVE projekt - content • (on the basis of) Small business development MSc (Faculty of Economics) • Students are ready to start on own business, or to take part their parents’ business • Business planning is elemental in our curriculum • Students have to collaborate with an SME and each other(team works)

30. Virtual business planning • Organic part of the overall training for improving entrepreneurial competence of the lifelong learner in an flexible manner

31. Virtual business planning Specific scenario for benefiting • Previous experiences of non-traditional learners • Involvement of stakeholders, enterprises, SMEs • Flexibility/virtuality

32. Methodology • Learning by doing – „simulation” of real business life • Collaborative learning • International teams – multicultural aspects • Peer reviews • between different groups • within the groups itselves Mixed groups of traditional (full-time, young) and lifelong (elder, experienced) learners

33. Models for piloting/test bed • Local team + regional stakeholders • International team+ global stakeholders Expected benefits – less limitations in - number of learners - language skills - Stimulating regional employability and competitiveness

34. Models for piloting/test bed • Blended model – for regional projects • On-line model - for international projects collaborative environment • A single tool, tailored for purposes • Mixture of tools (mainly Open source) • With and without extensive social components

35. Thank you for your attention!Lukács Editvgtedith@uni-miskolc.hu