Az újszerű oktatói szerepek és a coach-szemlélet alkalmazási lehetőségei a vállalkozói kompetenciák fejlesztésében

Károly Vizdák

doi:10.14267/VEZTUD.2025.10.05

Authors

Károly Vizdák Corvinus University of Budapest https://orcid.org/0000-0003-0232-5792

DOI:

https://doi.org/10.14267/VEZTUD.2025.10.05

Keywords:

higher education, teaching roles, coach approach, entrepreneurial competences

Abstract

As the 21st-century world changes, so do the skills the modern society needs to live successful and fulfilling lives. Entrep-reneurship is one of these skills that has only been taught for a few decades, both in Hungary and abroad. Developing these competences within the framework of entrepreneurship development master programmes requires specific teaching roles and approaches. The author’s research was conducted with the involvement of lecturers and students of 13 Hungarian higher education institutions’ entrepreneurship development master’s programmes and seeks to find answers to the questions of what are the most important teaching roles in developing entrepreneurial competences, how lecturers in these programmes train themselves to be able to transfer their knowledge more effectively, and how the coaching approach can contribute to the development of entrepreneurial competences.

Downloads

Download data is not yet available.

Author Biography

Károly Vizdák, Corvinus University of Budapest

strategy advisor

References

Árváné Ványi G., Katonáné Kovács J., & Gál T. (2017). A vállalkozásfejlesztés oktatásának vizsgálata a magyar felsőoktatásban. Vezetéstudomány, 48(6-7), 49-56. https://doi.org/10.14267/VEZTUD.2017.06.06

Babbie, E. (2020). A társadalomtudományi kutatás gyakorlata. Balassi Kiadó.

Babson College. (2014). History – The Arthur M. Blank Center for Entrepreneurship. https://www.babson.edu/entrepreneurship-center/about/history/

Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Publication Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC101581

Banu, R., & Ravanan, R. (2014). Implementation of success pattern assessment (SPA) for Indian teachers using data mining technique. International Journal of Applied Engineering Research, 9(24), 30199-30204. https://www.researchgate.net/publication/291902357_Implementation_of_success_patternassessment_SPA_for_Indian_teachers_using_data_mining_technique

Barbato, G., Moscati, R., & Turri, M. (2019). Is the role of academics as teachers changing? An exploratory analysis in Italian universities. Tuning Journal for Higher Education, 6(2), 97-126. https://doi.org/10.18543/tjhe-6(2)-2019pp97-126

Brunswick, S., & Tennin, K.L. (2023). Shaping the Future of Female Entrepreneurship. Proceedings of the International Astronautical Congress, October. bhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85187992583&partne-rID=40&md5=b901cccc5e206e02a93c3f0c0b077989

Bryman, A., & Bell, E. (2015). Business Research Methods. Oxford University Press.

Bulatov, A., & Kheifets, B. (2023). World Economy Major Trends: New Normal, The Fourth Industrial Revolution, Globalization, Sustainable Development. In Bulatov, A. (Eds.), World Economy and International Business. Contributions to Economics (pp. 57-77). Springer. https://doi.org/10.1007/978-3-031-20328-2_4

Creswell, J.W., & Plano Clark, V.L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications.

Csapó K. (2008). Amerikai vállalkozásoktatási példák adaptációjának lehetősége Magyarországon. Vezetéstudomány, 39(1), 43–54. https://doi.org/10.14267/VEZTUD.2008.01.05

D’Amico Pawlewicz, D., & Guiden, A. (2020). Teachers and the Question of Profession. In Springer International Handbooks of Education (pp. 373 – 386), Springer. https://doi.org/10.1007/978-981-10-2362-0_24

David, T., & Schaufelbuehl J.M. (2015). Transatlantic influence in the shaping of business education: The origins of IMD, 1946-1990. Business History Review, 89(1), 75-97. https://doi.org/10.1017/S0007680515000069

Debreceni Egyetem Gazdálkodástudományi Kar (2024). Vállalkozásfejlesztés mesterképzési szak honlapja. https://econ.unideb.hu/vallalkozasfejlesztesmesterkepzesi-szak

Deutsch, N., Berényi, L., & Nagy–Borsy, V. (2025). A vállalkozási ismereteket fejlesztő mesterképzések kompetenciafókuszú nemzetközi összehasonlítása. Vezetéstudomány, 56(4), 15-29. https://doi.org/10.14267/VEZTUD.2025.04.02

de Wit, H., & Deca, L. (2020). Internationalization of higher education, challenges and opportunities for the next decade. In European Higher Education Area: Challenges for a New Decade (pp. 3-11). Springer. https://doi.org/10.1007/978-3-030-56316-5_1

Eastcott, D. (2016). Coaching and mentoring in academic development. In Advancing Practice in Academic Development (pp. 86-102). Routledge. https://doi.org/10.4324/9781315720890

Fahnert, B. (2015). Teaching matters-academic professional development in the early 21st century. FEMS Microbiology Letters, 362(20), art. no. fnv156. https://doi.org/10.1093/femsle/fnv156

FELVI (2023). Felvételi ponthatárok (2023). https://www.felvi.hu

Ghauri, P., & Gronhaug, K. (2011). Kutatásmódszertan az üzleti tanulmányokban. Akadémiai Kiadó.

GEM (2024). Global Entrepreneurship Monitor Nemzeti Jelentés 2023-2024 – Magyarország. https://www.gemconsortium.org/report/gem-20232024-hungary-national-report

Guttieres, D. (2019). An Intra- and Inter-generational Lens into Rapid Technological Change. Development, 62(1- 4), 37-42. https://doi.org/10.1057/s41301-019-00220-5

Imreh-Tóth, M., Imreh-Tóth, Sz., Prónay, Sz., Vilmányi, M., Lukovics, M., & Kovács, P. (2012). Vállalkozásoktatás a felsőoktatásban: lehetőségek és remények. In Bajmócy, Z., Lengyel, I., & Málovics, Gy. (Eds.), Regionális innovációs képesség, versenyképesség és fenntarthatóság (pp. 239-250). JATEPress.

International Association of Facilitators (IAF) & Rosanna von Sacken (2016). Coaching and facilitation – Overlap, cross-over or completely different? https://www.iaf-world.org/site/global-flipchart/6/coaching-vs-facilitation

International Coaching Federation (ICF) (2024). ICF Coaching Kompetenciák. https://coachingfederation.hu/coaching-kompetenciak-minositesek-kepzesek/minositesek/coach-minosites/icf-coaching-kompetenciak/

Kano, Y. (2015). Higher education policy and the academic profession. In The Changing Academic Profession in Japan (pp. 27-40). Springer. https://doi.org/10.1007/978-3-319-09468-7_2

Lai, M., & Jung, J. (2024). Master’s programmes at Sino- foreign cooperative universities in China: An analysis of the neoliberal practices. Higher Education Quarterly, 78(1), 236-253. https://doi.org/10.1111/hequ.12456

Lee, K.M., Krauss, S., Suandi, T., & Hamzah, A. (2016). Exploring the contribution of mentoring practices to mentee learning in a Malaysian youth development programme. International Journal of Adolescence and Youth, 21(4), 419-432. https://doi.org/10.1080/02673843.2013.862732

Lobos, M.Q., Lillo, P.S., & Pérez, J.M. (2022). What skills should a future teacher develop during their time at university? Perception of student teachers on entering their initial teacher training programmes. Human Review: International Humanities Review, 11(3), 1-10. https://www.historicoeagora.net/revHUMAN/articleview/3836

Madinabeitia Ezkurra, A., & Fernández Fernández, I. (2017). Faculty development of university teachers: Analysis and systematization of the concept [El desarrollo docente del profesorado universitario: Análisis y sistematización del concepto]. Teoria de la Educacion, 29(2), 87-108. https://doi.org/10.14201/teoredu29287108

Magyarországi Facilitátorok Egyesülete. (2024). Facilitálás, facilitátor. https://facilitacio.hu/tudastar/facilitalas-facilitator/

Malhotra, S., & Griffiths, R. (2023). Workplace coaching and mentoring. In Mapping Manager Development: Current and Upcoming Trends (pp. 179-212). Peter Lang.

Martín, P.A. (2019). Student perceptions of a good university lecturer. Educacao e Pesquisa, 45, art. no. e196029. https://doi.org/10.1590/S1678-4634201945196029

McQuade, S., Davis, L., & Nash, C. (2015). Positioning Mentoring as a Coach Development Tool: Recommendations for Future Practice and Research. Quest, 67(3), 317-329. https://doi.org/10.1080/00336297.2015.1048810

Mihalkovné Szakács, K. (2014). Vállalkozási ismeretek oktatása vs. vállalkozói kompetenciák fejlesztése. Vezetéstudomány, 45(10), 49-57. https://doi.org/10.14267/VEZTUD.2014.10.05

MIT Management Executive Education (2024). Entrepreneurship Development Program. https://executive.mit.edu/course/entrepreneurship-developmentprogram/a056g00000URaMsAAL.html

Moloi, T., & Marwala, T. (2020). Synopsis: artificial intelligence in economics and finance theories. In Advanced Information and Knowledge Processing (pp. 115-123). Springer. https://doi.org/10.1007/978-3-030-42962-1_13

Narasimhan, A. (2024). Research Impact at an Unusual Academic Institution: IMD’S Journey. In Business School Research: Excellence, Academic Quality and Positive Impact (pp. 33-39). Routledge. https://doi.org/10.4324/9781003467410-6

Németh, G. (2018). Vállalkozók egyes magatartásmintázatainak kognitív megközelítése (Doktori értekezés). Budapesti Metropolitan Egyetem. https://real-phd.mtak.hu/1551/

Oktatási Hivatal. (2024). Oktatási Hivatal hivatalos weboldala. https://www.oktatas.hu/

Penn State University (2023). Definition of Teaching Excellence. https://www.schreyerinstitute.psu.edu/definition

Perjés, I., & Vass, V. (2009). A kompetenciák tantervesítése. Aula Kiadó.

Pietrobelli, C. (2018). Technology transfer for developing countries. In Technology Transfer (pp. 209-234). Routledge. https://doi.org/10.4324/9781315202037

Popovics, P., Árváné Ványi, G., Katonáné Kovács, J., & Gál, T. (2016). Vállalkozói képzés a 21. században a felsőoktatásban – lehetőségek, módszerek, jó gyakorlatok. International Journal of Engineering and Management Sciences, 1(1), 1-18. https://doi.org/10.21791/IJEMS.2016.1.1

Rudduck, J. (2014). Universities in partnership with schools and school systems: Les liaisons dangereuses? In Teacher Development and Educational Change (pp. 194-212). Routledge. https://doi.org/10.4324/9781315870700

Salter, T., & Gannon, J.M. (2015). Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines. European Journal of Training and Development, 39(5), 373-392. https://doi.org/10.1108/EJTD-02-2015-0014

Scrum.org (2024). Comparing Facilitation, Coaching, Mentoring and Teaching: When to use Facilitation, Coaching, Mentoring or Teaching. https://www.scrum.org/resources/comparing-facilitation-coaching-mentoring-and-teaching

Shaffer, L.S., & Zalewski, J.M. (2011). Career Advising in a VUCA Environment. NACADA Journal, 31(1), 64-74. https://doi.org/10.12930/0271-9517-31.1.64

Simon, G. (2006). Kompetencia alapú oktatás, kompetencia alapú tanítási, tanulási programok. (Előadásvázlat). Pedagógiai Mentálhigiénés Konferencia, 2006. március 10–11. http://www.legitim.hu/

Smith, R., & Lynch, D. (2014). Coaching and Mentoring: A review of literature as it relates to teacher professional development. International Journal of Innovation, Creativity and Change, 1(4), 91-103. https://ijicc.net/images/Vol1iss4/Smith_and_Lynch_Nov2014.pdf

Spender, J.C. (2008). The Business School in America: A Century Goes By. In Scenarios for Business Schools in Europe 2020 (pp. 1-12). Palgrave. https://www.researchgate.net/publication/236624393_The_Business_School_in_America_A_ Century_Goes_By

Stanford Graduate School of Business. (2024). Entrepreneurship Path, 37. https://www.gsb.stanford.edu/programs/msx/curriculum/entrepreneurship

Stokes, P., Fatien Diochon, P., & Otter, K. (2021). “Two sides of the same coin?” Coaching and mentoring and the agentic role of context. Annals of the New York Academy of Sciences, 1483(1), 142-152. https://doi.org/10.1111/nyas.14316

Szabó, K., Aranyossy, M., & Bárczy, D. (2022). Egyetemi hallgatóból vállalkozó – Vállalkozásfejlesztés mesterszakos hallgatók vállalkozói szándékát támogató és gátló tényezők. Hitelintézeti Szemle, 21(2), 125-151. https://doi.org/10.25201/HSZ.21.2.125

Terjéki, J., & Nagy-Földi, Z. (2024). A BANI világban hogyan támogassuk és fejlesszük a szívközpontú vezetőket? Magyar Coachszemle, 2024. január 6. https://coachszemle.hu/2024/01/06/na-bani-vilagban-hogyan-tamogassuk-es-fejlesszuk-a-szivkozpontu-vezetoket/

Tiernan, P., & Deveci, İ. (2021). Irish and Turkish pre-service teachers understanding and perceptions of enterprise education. Heliyon, 7(7), art. no. e07591. https://doi.org/10.1016/j.heliyon.2021.e07591

Wbitty, G., Barton, L.,& Pollard, A. (2018). Ideology and control in teacher education: A review of recent experience in England. In Critical Studies in Teacher Education: Its Folklore, Theory and Practice (pp. 161- 183). Routledge. https://doi.org/10.4324/9780429450150-6

Whitmore, J. (2017). Coaching for Performance: The Principles and Practice of Coaching and Leadership (5th ed.). Nicholas Brealey Publishing.

Wilson, K.E., Vyakarnam, S., Volkmann, C., Mariotti, S., Rabuzzi, D.A.,& Sepulveda, A. (2009). Educating the Next Wave of Entrepreneurs. Unlocking entrepreneurial capabilities to meet the global challenges of the 21st Century. A Report of the Global Education Initiative. World Economic Forum, Switzerland. https://members.weforum.org/pdf/GEI/2009/Entrepreneurship_Education_Report.pdf