OECD Skills Studies

English
ISSN: 
2307-8731 (online)
ISSN: 
2307-8723 (print)
http://dx.doi.org/10.1787/23078731
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There is a shift from formal education to a broader perspective that includes a range of hard and soft skills people need to acquire over their lifetime in order to succeed in the labour market. Workers, students, parents, employers, education providers and government agencies now need reliable information on how supply and demand for skills evolve.

The OECD Skills Studies series aims to provide a strategic approach to skills policies. It presents OECD internationally comparable indicators and policy analysis covering issues such as: quality of education and curricula; transitions from school to work; vocational education and training (VET); employment and unemployment; innovative workplace learning; entrepreneurship; brain drain and migrants; and skills matching with job requirements.

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Supporting Entrepreneurship and Innovation in Higher Education in Hungary

Supporting Entrepreneurship and Innovation in Higher Education in Hungary You or your institution have access to this content

English
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    http://oecd.metastore.ingenta.com/content/8717031e.pdf
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Author(s):
OECD, EU
29 Nov 2017
Pages:
144
ISBN:
9789264280892 (EPUB) ; 9789264273344 (PDF) ;9789264273290(print)
http://dx.doi.org/10.1787/9789264273344-en

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This report presents evidence-based analysis of current strategies and practices in higher education institutions (HEIs) in Hungary towards a value-creating use of knowledge resources for innovation and entrepreneurship. The analysis and recommendations are highly relevant for policy makers and HEI leaders in other countries. Increased attention to innovation and entrepreneurship both from public policy actors and HEI leadership has triggered an incremental change process in the organisational culture of HEIs and a new approach to education and research for students and staff. HEInnovate is a joint initiative of the European Commission and the OECD to promote the innovative and entrepreneurial higher education institution across Europe and beyond (www.heinnovate.eu).

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  • Preface by László Palkovics and András Nemeslaki

    European higher education systems increasingly have to change the way they operate due to the revolution in information and communication technologies, the financial crisis, global competition and pressure on budgets. One of the most significant changes in response to these challenges has been the development, both in concept and practice, of the “Entrepreneurial University” which puts greater emphasis on innovation in all areas, from research to teaching and learning, knowledge exchange, governance and external relations.

  • Preface by Mari Kiviniemi and Martine Reicherts

    Higher education institutions (HEIs) play a critical role in providing the high-level skills the modern economy needs, by assisting talented people to transition into employment, generating and disseminating knowledge, driving innovation, and working together with business, government and civil society to promote economic and social development. However, HEIs must adapt their organisational approaches, and better integrate research activities, teaching methods and external engagement practices to reach their full potential.

  • Abbreviations and acronyms
  • Reader's guide

    The reader’s guide provides information on the HEInnovate conceptual framework and online tool. It presents the methodology used in the Hungarian country review and concludes with a brief overview of the chapters in this report.

  • Executive summary

    Entrepreneurship and innovation in higher education institutions (HEIs) are no longer exclusively associated with business start-ups and technology transfer but are increasingly understood as core elements of a procedural framework for how the institution and its key stakeholders behave. For example, how staff and leadership nurture links between disciplines, the role of students in education and their involvement in research activities, how partnerships evolve to raise relevance and impact, and how the HEI supports nascent entrepreneurs. All of this is closely linked with what is often called the “third mission”, that is, the aim to apply and transform knowledge for economic, social and cultural development in the local economy, the country or on a global scale. Ideally, the third mission enhances education and research and is not perceived and organised as a separate function – that is, engagement with the wider world – of the HEI.

  • Overview of the Hungarian higher education system

    This chapter provides an overview of the Hungarian higher education system and highlights key challenges and development opportunities resulting from recent policy developments. The chapter also describes the multiple roles of the higher education institutions (HEIs) in the country’s research, development and innovation (RDI) and the emerging importance of the third mission in HEIs. Since 2000, there has been a notable shift in the orientation of academic staff towards increased application of research results and greater societal relevance. Changes in national funding and grant schemes, as well as the support for transdisciplinary research on global challenges in EU funding schemes have triggered this change in attitude. Effective HEI-internal responses are, however, often lagging behind. Supporting students and graduates in considering venture creation as a viable career path has gained ground but so far, the focus has been more on skills development and less on start-up support.

  • Applying HEInnovate to higher education in Hungary

    This chapter presents key review findings and recommendations. The analysis is structured along the HEInnovate framework with its seven dimensions and 37 statements. It covers a holistic approach to supporting entrepreneurship and innovation, including strategy, governance and resources, practices in organising education, research and engagement with business and society, and measuring impact. The analysis is based on a study visit to six institutions and the results of a system-wide HEI Leader survey.

  • Enhancing the organisational capacity of Hungary's higher education institutions

    This chapter expands on the findings of related to organisational capacity, mission readiness, funding, people and incentives. Transforming Hungarian Higher Education Institutions (HEIs), of which many have long-standing traditions, is a long-term process and not free of barriers. Decreasing public funding for higher education is coupled with decreasing numbers of students and graduates. The current administrative and academic structures, core institutional funding, and the allocation of staff time are still oriented towards a dual mission model. The chapter explores current strategies and practices to further anchor entrepreneurship, innovation and the third mission, and provides recommendations and learning models on how strategy, resources and support structures can create and sustain synergies across the HEI’s different functions.

  • Enhancing knowledge exchange and collaboration in Hungarian higher education institutions

    This chapter expands on the findings presented in related to knowledge exchange and collaboration. It provides an in-depth discussion of the challenges and opportunities and suggests that higher education institutions (HEIs) should not shy away from becoming “pioneers” in the sense that they actively promote and reward entrepreneurship, innovation and the third mission by aligning strategy with operational day-to-day practice. Students, researchers, administrative staff, academics and the HEI leadership, as well as the general public, lend increasing support to the HEI’s role in enhancing knowledge exchange with a general trend towards the Knowledge Society. The chapter explores current strategies and practices to organise knowledge exchange across the HEI and provides learning models on effective support structures.

  • Strengthening entrepreneurship support in Hungarian higher education

    This chapter expands on the findings presented in related to entrepreneurship support in higher education institutions (HEIs). So, far, the focus has been on entrepreneurship education. Education activities that provide for a confluence of theory and practice are an ideal environment to nurture innovation and entrepreneurship. In the classroom, however, it often happens that theory takes over, leaving little room for experiential learning. Proximity to scientific knowledge and this type of support is often the reason why student start-ups want to stay as close as possible to their academic environment. The chapter explores current strategies and practices to support entrepreneurship in HEIs and provides learning models on how best to involve students and effectively embed support measures offered by the HEI within the wider local start‐up support ecosystem.

  • HEInnovate framework and good practice statements

    Strong leadership and good governance are crucial to developing an entrepreneurial and innovative culture within an HEI. Many HEIs include the words “enterprise” and “entrepreneurship” in their mission statements, but in an entrepreneurial institution this is more than a reference. This section highlights some of the important factors an HEI may consider in order to strengthen its entrepreneurial agenda.

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