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					                                                            WP5: Pilot-run virtual business planning
                                                                                              Report

1. INTRODUCTION

This section is devoted to explain the role of work package five (WP5) in the Cross
Border Virtual Entrepreneurship Project (CBVE).

Pilot-Run Virtual Business Planning1

The aim of this work package is to generate a step-wise approach for coaching students
in the development of their competence and enterprise planning, providing feedback and
reflection by staff and stakeholders. Through successive phases of coaching by
academic staff and through consultations with third parties, entrepreneurial competence
is built. The test bed is initiated longitudinal (one test-run), cascade (small sequential
runs) or concurrent (parallel runs), with potential flexible composition(s) of students,
depending on selected scientific framework. Knowledge transfer by academic staff and
associated skills‟ valorization at students are the main drivers of this package.

For WP5 the following activities are planned:

WP5.1 Students acquainted with virtual work-environment.
WP5.2 Development, extension and expansion of competence.
WP5.3 Presentation of (start/finish/intermediate) enterprise proposals.
WP5.4 Monitoring and reporting: staff and external appraisal.

Report on Monitoring and Evaluation of the Pilot-Run on Virtual Business
Planning2

The aim is to deliver a monitoring and evaluation report on the actual progressing and
final results of the pilot-run virtual business planning, so as to be able to improve the
development of entrepreneurial competence in students. Amongst others, feedback is
provided on how to improve the organization of future business planning and on how to
improve the coaching and guidance by academic staff and external parties. Both
distance teachers as well as their trainers shall benefit, as the impact of their work has
been analyzed.

UNED3 will show the set up of the actual virtual business planning pilot. University of
Miskolc will provide also the information on the virtual business planning pilots
(national and international). UNED will assure that a document is written on the virtual
business planning and its results. The document will include: the students (numbers,
characteristics, performance), development, extension and expansion of their
competence (how measured), the development and presentation of the enterprise
proposals and their evaluations, the staff monitoring and experiences. One
comprehensive document with different models (and different results) will be generated.

1
  Annex I application, Section E1 description of workpackage, page 28
2
  Annex I application, Section E 2.1. Description of Outcomes and End-users, page 35
3
  Minutes Leuven, Section 2, Partners commitments.

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A conclusion must be included on the results and achievements of the pilots. Reporting
on the student and staff evaluation of the pilot runs is in cooperation with the Marie
Curie University and the associated partners.

2. UNED COURSE

2.1. Course Description

The core scheme of the course was to train students to be able to develop a Business
Plan, which sometimes could lead to new business creation among participants if they
join an Administration Programme for Business Creation or if they are capable of
obtaining financial support from financial institutions. To qualify for entry, applicants
did not have to had a special qualification, they just needed to have a business idea at
feasibility or pre-feasibility stage. The programme was designed for distance and virtual
education, thus participants could be employed, unemployed or continuing their
education. The course was joined by 14 students. The total programme duration has
been about six months.

From the methodological point of view the aim of UNED was to craft a course that
could meet the rigors of academia while keeping a reality-based focus and
entrepreneurial climate in the learning experience environment.

The course is divided in three phases. In Phase I, students must review the materials of
the Master Class (could also be included in Phase II), also they must present the
business idea that will be evaluated and criticized by the teachers of the course. In Phase
II, the student can start the Business Plan. During this phase the student can seek advice
from the teacher, or from experts and professionals from a particular sector. Once the
business plan is finished the teachers will evaluate the plan. Phase III, begins when the
student receives the report from the teacher. Having in mind the guidelines stated by the
teacher he will present a new plan or will modify former plan. Once the business plan is
accepted, the student could use Business Simulation Games to test it. To complete the
Business Plan the student will communicate the results of the simulation in a final
report.


                                             Evaluation of the business idea


 PHASE I
                                             Analysis of the students capability as
                                             entrepreneurs



 PHASE II                                    Study of the Master Class




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                                                    Business Plan development


                                                    Business Plan Evaluation


 PHASE III                                          Simulation

Figure 1. Overview of the course outline

Fundación UNED takes care of the administrative process of the course.

2.2. Materials and Resources

The course materials



                                      Master Class: UNINETTUNO



                                      Book: as supportive reference




                                              Portal:
                       http://www.eadtu.nl/cbve-portal/default.asp?regionId=3


                                Free business simulation software:
                                http://www.ipyme.org/IPYME/es-
                    ES/ServiciosInteractivos/TablaHerramientasInteractivas.htm



                        Guides and Patterns for each stage of the business plan




                                              Virtual Class


Figure 2. The course or study materials




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The course resources

A group of professors at UNED are chosen to secure the quality of the work of the
student and the support to the students.



Students support:

                                     Teachers from different areas:

                                        Enterprise Organization
                                                Finance
                                              Accounting
                                          Applied Economy
                                              Marketing


                                        Proffesional Consultants


                        Adminnistration Programmes for New Entrepreneurs

                                    Madrid Emprendedores
                                     Comunidad de Madrid
  http://www.madrid.org/cs/Satellite?pagename=Emprendedores/EMPR_HOME/EMPR_Home
                                          Template


             DGPYME. Spanish General Directorate for Small and Medium Entreprise
                         Ministerio de Industria, Turismo y Comercio
                                     Gobierno de España
                http://www.ipyme.org/IPYME/es-ES/IniciativaEmprendedora/

Figure 3. Deployment of human resources for student support

The role of the teachers is to act as consultants for the student and to provide
coordination between the different parts of the Plan. Independent consultants help was
be available if the student asks for professional advice.

2.3. Objectives

From the student‟s point of view at the end of the training program, participants should
be able to:

Compulsory

     Assess their entrepreneurial competencies.
     Screen business ideas and select the most potentially viable business project.
     Formulate a business plan/proposal on the selected business project.



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Additional

     Present to a funding institution the business proposal for viability test.
     Start a new business.

From the Project point of view UNED should have been able to built a virtual course to
pilot entrepreneurship as prospective part of the curriculum for students not (longer)
part of traditional cohorts.

2.4. Outcomes

The main aims of Phase I were to analyze the entrepreneurial capacity of the student
and the business idea. Information gathered at this stage included a range of, self-ratings
of personal characteristics, self-ratings regarding a range of knowledge and skills and
others that will be described below. The response rate was 57.14% per cent.

The student had to list five reasons that five reasons that lead him to believe that he is a
self-starter or entrepreneur. The student had 18 possible answers. Teachers will evaluate
coherence or logic of the 5 answers. Most of the students answer in a logic way.


                      Reason                                      Number of students


 Great capacity for work                                                                         5


 Capacity to plan and organize                                                                   4


 Capacity to take the initiative                                                                 4


 Capacity to get along with different
                                                                                                 3
 personalities


 Capacity to assume risks                                                                        3

Figure 4. Self-indication of entrepreneurship

Then the student had to self-rate (1 to 5) his personal characteristics.


                                                Your situation


 Physical and Psychological caracteristics                       4     5     3 4 5 3 4 5 33


 Your knowledge and aptitudes                                    5     3     3 3 5 4 4 4 31



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 Time availability                                                5      4     3 3 3 5 5 5 33


 Strong motivation                                                5      5     5 3 4 4 5 5 36


 Support and trust from your family                               5      4     4 4 5 3 4 4 33


 Our social environment                                           5      4     4 3 3 3 3 3 28


 Total                                                           29    25     22 20 25 22 25 26

Figure 5. Self-rating of personal characteristics

The student must choose 5 factors of success and failure of the business. Then he has to
assign a percentage to that factor, and evaluate his position in relation to that factor.
Evaluation rank goes from 1 very weak to 4 very strong. Score over 400 means that the
student has a strong position and below 250 the position of the student is weak.

    Success or failure
                                      Importance               Evaluation                Result
         factors

 Knowledge of sector                                 8%                       4                      32


 Location                                           10%                       3                      30


 Financial resources                                25%                       3                      75


 …….


 Total                                              100%                                250<Total<400

Figure 6. Factors influencing the success of the business

In order to analyze the business idea the student had to present his business idea and
give at least three reasons that support the idea.


                      Business Idea                                          Reasons

                                                            Demand in the area is saturated

 Nursery School in Madrid                                   Stable income and possibilities for
                                                            growth

                                                            It is a need for couples when both are


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                                                         working


                                                         Rural tourism is a sector that is growing
                                                         in Spain

                                                         Supply is far from being saturated
 Rural Cottage in Asturias
                                                         The student is the owner of the house.
                                                         That will reduce the amount of the initial
                                                         investment

Figure 7. Supportive reasons for business creation

To finish Phase I the student had describe the process of his business and the financial
resources you need for the start up phase of the business. This will give teacher or tutor
an idea about the student‟s knowledge and his needs during the course.

At the end of Phase I, six of the students drop out of the course.

Phase II is the Business Planning where participants prepare a business plans on their
selected project, which covers marketing, production, organization and finance aspects.
Seven students have presented a business plan.

Phase III is devoted to simulation or to a viability test where participants are given the
chance to defend their business plans to a panel of experts. All of the students succeed
in the feasibility study, and four of them have expressed their intention to start their
business in the following months. Most of the students, despite of the fact they have
used the software available, prefer to have their Business Plan evaluated by a teachers
of the course. The reason is that software is too general and sometimes too specific and
oriented to academic purposes, and really does not match the needs of the entrepreneur.

For the details of the Outcomes and further information you can see the Appendix I of
this report. Business Plans and the rest of the documents are deposited at:

Departamento de Organización de Empresas
Facultad de Ciencias Económicas y Empresariales
Paseo Senda del Rey, sn
Madrid 28040
The contact person is Profesora Titular Marta Solórzano García.




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3. UNIVERSITY OF MIKSOLC COURSE

(by M.Kocsis Baán, E.Lukács, M. Csiszárik)

3.1. Course Description

The specific aim of the Miskolc pilot-run was twofold:

   -   testing the wide variety and versatility of relevant course components in
       different pilot courses, both in regular courses for full-time students, in blended
       approach, as well as in part-time and adult learners groups, using higher and
       higher level of virtuality,
   -   generating and sharing new content elements by the learners, based on the
       web2.0/e-learning 2.0 approach.


Course development and subsequent pilot runs at the University of Miskolc were
organised in 3 phases, based on a detailed analysis of the specific needs of Hungarian
SMEs [1] curricula and resources at the Faculty of Economics [2], at the beginning of
the project. Students registered themselves to the courses by filling in the Registration
form (Appendix 2).

Syllabus of each courses was published on the web-site of the Faculty to inform the
students on the course structure, credits, requirements and time-schedule. (Appendix 2 S
2-5)

PHASE I.



In the academic year 2008/09, two parallel pilot courses were launched in Semester 1.

   •   Pilot 1.
       Course title: Üzleti tervezés (Business Planning)

       Target group: full-time students in 3rd year (5th semester) of a BA programme at
       the Faculty of Economics

       Course developer and tutor: Csiszárik, Miklós

       Language: Hungarian



   •   Pilot 2.
       Course title: Business Economics

       Target group: mixed group of 6 foreign students studying at Miskolc University
       with ERASMUS scholarship (1 Finish, 2 Polish, 2 Bulgarian, 1 Turkish) and 7
       Hungarian students (Appendix 2 S6)


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         Course developer and tutor: Lukács, Edit

         Language: English




Figure 8. Students of Pilot 2 – International group of Erasmus students




PHASE II.

In the spring semester of the academic year 2008/09, further two parallel pilots were
organized as well:

    •    Pilot 3.

         Course title: Vállalkozások jogi szabályozása (Legal aspects of SMEs in
         Hungary)

         Target group: full-time students in 2nd semester of a MA programme specialized
         in Entrepreneurial Studies, at the Faculty of Economics.

         Course developer and tutor: Csiszárik, Miklós

         Language: Hungarian

    •    Pilot 4.


         Course title: Üzleti játékok (Development of Entrepreneurial Skills „Business
         games‟)

         Target group: full-time and part time students in 4thsemester of a BSc
         programme specialized in Entrepreneurial Studies, at the Faculty of Economics.

         Course developer and tutor: Lukács, Edit

         Language: Hungarian


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PHASE III.

   •   Pilot 5.


       Course title: Vállalkozási készségek fejlesztése kezdő vállalkozók részére
       (Development of Entrepreneurial Skills for adult learners starting with new
       business)

       Target group: adult learners participating in a project organised by the Chamber
       of Commerce and Industry of Borsod County (BOKIK).

       Course developers and tutors: Team of academics (video-professors) at the
       Faculty of Economics, University of Miskolc, coordinated by Lukacs, Edit and
       team of BOKIK experts, coordinated by Pintér, Zoltán

       Language: Hungarian



As to be described in more detailed, all the 5 pilot courses followed different
approaches and aimed at different methodological tests. Pilot 1-4 have been integrated
into regular curricula of full-time and part time students and all these programmes were
delivered in a duration of 14 weeks. Evaluation and assessment of the learners‟ progress
were carried on according to the regular assessment process, so results and effectiveness
of applying CBVE methodology were measurable in comparison with the traditional
delivery method. Each course has been built on a blended delivery, involving different
level of ODL and collaborative elements. Emphasis was given to individual and group
works, creativity and complex development of entrepreneurial skills. Business Planning
might have been in the focus of learning experiences or might have been a side-activity.
Knowledge pool of content elements have been continuously widened, also some
illustrative elements (video case studies, video-illustrations and tests) developed in
previous national projects were reused reedited. As detailed later in section 3.2, course
materials of different types were not only developed by teachers and external experts,
but also considerable amount of content elements was generated by students, mainly in
project works developed by teams of learners. Their progress in their selected topics
was continuously monitored and supported by the tutor of the course. The final project
reports were submitted electronically in pdf – with a supplement of an English summary
- and were presented to their classmates. Peer review and evaluation were in some
cases extended to an institutional and national student research competition, where
external evaluators assessed the project results, as well. (Appendix 2 S7)




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Figure 9. Students winning special prizes at the Scientific Student Research Competition on 27 November,
2008




Pilot 5 has a specific objective as launched for adult learners, in collaboration with the
Chamber of Commerce and Industry of the county Borsod. Videod lectures of the
Hungarian Master class were preceded by classroom seminars delivered by the experts
of the BOKIK. After this preparatory stage, learners received their individual entry
codes to the Moodle system for getting access all the learning materials already
delivered and the links to the video-lectures, delivered by the academics of the
university. In addition, selected project reports, as best practice models are also
available for them. As regular students and adult learners may learn the same courses in
the same electronic environment, interaction between the different generations expected
to be initiated, offering unique, mutual benefits for both cohorts of learners.

Sustainability and extension of CBVE results at the University of Miskolc are
guaranteed by the

    -   flexibility and reusability of content elements,
    -   involvement of several teachers, lecturers in video-lectures, content development
        and delivery
    -   engagement of our regional, strategic partner, the Chamber of Commerce and
        Industry,
    -   positive feedback and expressed needs of learners for versatile and effective
        learning environment,


Good prospects in sustainability can be demonstrated by the fact, that in the academic
year 2009/10, in the first semester just started in early September, huge number of
students received Moodle–based e-learning support, 226 of them will learn directly in
CBVE-courses, while further 1486 will use only selected content elements from them,

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retailored for their specific purposes. Further extension is planned in Pilot 5 group as
well, in cooperation with the Chamber of Commerce.

3.2. Materials and Resources

Hugh amount and wide variety of content elements developed in the CBVE pilot
courses are detailed in Appendix 2, and summarised in Figure 10. Content elements
presented in different format and generated by teachers or learners are indicated
separately.

                         Teacher generated content                  Learner generated content
Pilot     File
No.       format   slide     page    minutes   pictures     slide      page     minutes     pictures

          ppt      335                                      719

          doc
          /pdf                                                         2373
Pilot 1
          Video                                                                   122

          photo                                  30

          ppt       69                                       89

          doc                                                            3
          /pdf                38
Pilot 2
          Video                        30                                          4

          photo                                  66                                              50

          ppt      464                                      329

          doc
          /pdf                156                                      543
Pilot 3
          Video                         0                                         207

          photo                                      0                                           0

          ppt       30                                      100

          doc                                                          296
          /pdf                163
Pilot 4
          Video                         7                                         110

          photo                                  19                                              19

          ppt      331
Pilot 5                                                             In progress, not completed
          doc
          /pdf                 0




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          Video                           480

          photo                                         0


Total of Pilot1-5     1229      357       517       115       1237    3215       443        69
Figure 10. Teacher and learner generated content

All reusable elements listed above and developed in the Miskolc pilot courses, as well
as the English Master class video lectures, developed by Uninettuno are available
through the Moodle platform, developed as test-bed for CBVE collaborative learning
scenario. The Hungarian Master class follows the same thematic structure as the IT, ES
and EN at UNINETTUNO and UNED, with an additional lecture on regional aspects of
SMEs, deliverey by the secretary general of the Chamber of Commerce. Business plans
and research studies by students are also presented in versatile format and represent a
great added value. Video materials involve not only recorded presentations and project
reports, but also useful illustrations and case studies.

All pilot courses are supported by the Moodle-centered collaborative environment. This
single tool, tailored for purposes (Fig. 3.3) may offer a very simple, easy-to-use
platform for those, who are just wish to become familiar with e-learning possibilities –
and the same time it offers a wide variety of versatile possibilities for users at advanced
level. Moreover, an optimal mixture of tools may be used in addition - mainly Open
resources, with and without extensive social components. Such tools are developed and
their pedagogic effects are developed and analysed in another EU funded project, called
„ViCaDiS – Virtual Campus for Digital Students” – synergy of CBVE and ViCaDiS
have been identified at the beginning of our development activities and proved to be
very useful. Coordinator of ViCaDiS have been invited to give a lecture on application
of WEB 2.0 in ODL during the CBVE Seminar in May 2009 Leuven as well.




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Figure 11. Moodle platform of CBVE




3.3. Objectives and methodology



As mentioned before, all the 5 pilot have focused on different, specific aims and
applied different methodology for supporting them.



Pilot 1 offered a model for gradual introduction of the virtual environment, in a blended
learning approach. The first period of the course was delivered mainly in a traditional
classroom situation, however ppt presentations became available for learners to get
them involved gradually in the virtual collaborative space. By the end of the semester,
groups of 3-4 students have developed their own business plans, which was the
dedicated, core objective of the course. Creativity and fresh ideas of the learners were
presented in project reports (60-80 pages in pdf files), highly illustrated and precisely
detailed. The best of their presentations have been recorded and edited – also very
attractive and creative presentations proved the improved skills of our learners. Some of
these Project reports and presentations received prizes in the Scientific Student
Competition and Conference as well.




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Pilot 2 showed several differences compared with Pilot 1 – this case an international
group of Erasmus students took part in a course aiming at much more collaborative
learning, modelling and developing the different entrepreneurial skills in different
situations and business games. During the course, students were very active, as it can be
seen in video-recorded, edited illustrations. While simulating business environment in
this international collaborative learning scenario, multicultural aspects of business life
have been also an important component in the course. At the end of the semester,
foreign students organised an International breakfast – inviting each other for tasting
their traditional foods and presenting them their country, its cultural values and
traditions.



Pilot 3 course again involved large number of learners, its thematic content focused a
specific approach of SMEs – legal aspects and legal environment were detailed in the
presentations delivered by the teacher and students project works as well. Learning
material involved a great collection of specific case studies and further readings offered
to the students on the platform as well. Final reports of the students were submitted
electronically and evaluated by the teacher. Peer review and video-recorded
presentations were similar to the methodology of Pilot 1.



Pilot 4 aimed at extending the collaborative learning scenario – similar to Pilot 2,
business games as simulations of real business environment were in the core of
activities. Besides presentations, case studies and further readings, several video
illustrations supported to improve specific skills (Conflict management,
communication, protocol, body-language, etc.) for entrepreneurs. In addition, tests were
offered for self evaluation the competencies of the learners. In this course part-time
(correspondence) learners were also involved, forming a group of students with very
different background, previous experiences and motivation.



Pilot 5 aims at stimulating regional employability and competitiveness. This course is
organised in collaboration with the Chamber of Commerce and Industry, offering a two-
phase training programme for adult learners, mainly unemployed people or SMEs just
starting their business. In the first part, face-to-face lessons were delivered by the
experts of BOKIK. Venue of these trainings were located in the neighbouring small
towns. In the second phase, Hungarian e-University Network have been commissioned
to establish an electronic learning environment for these learners, continuing their
studies in a more and more complex manner, giving access to wide variety of
information resources and using advanced delivery methods. Based on a mutually
beneficial agreement, in the framework of the 5th pilot adult learners received access to
the CBVE Hungarian Master Class videolectures, as well as to some selected Business
Plan project reports developed in earlier stages of the project, by students. Staff training

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of BOKIK experts about using electronic learning environment and developing learning
materials for such purposes was organised also as a joint activity of the University of
Miskolc and the Hungarian e-University Network, and its learning materials are
available in the staff training course of the CBVE collaborative platform.



Summarising the specific, common benefits of the CBVE methodology applied in the
three phases and 5 courses of the pilots in Miskolc, we may list the followings:

   •   Flexibility/virtuality – but also feasibility, using blended learning approach,
       meeting the learning needs and learning styles of different learners groups,
   •   Piloting parallel to development – testing these elements in subsequent stages,
       piloting in blended learning approach for on-campus students.
   •   Learning by doing approach – „simulation” of real business life
   •   Mix of individual and collaborate learning scenario,
   •   Benefitting from specific strength of different learners – higher IT skills of
       regular students and benefits of previous experiences of non-traditional learners
   •   Involvement of stakeholders, enterprises, SMEs of the region via the continuous
       collaboration, strategic partnership with the Chamber of Commerce and
       Industry.


3.4. Outcomes



   •   Results of Pilot 1 – Business Planning (HU):
                  • Participants: 104 students
                  • Course in Moodle – see details in Appendix of WP3 Final Report
                  • Video presentations by students
                  • 41 Semester reports – Business plans
                  • 14 papers in (TDK) Students Research Competition at the
                      University of Miskolc
                           – 32 students
                           – 16 prizes (1 Gold prize, 2 Silver prize, 1 Bronze prize)


   •   Results of Pilot 2 - International Business Economics (EN) :
                  • Participants: 6 foreign and 7 Hungarian students
                  • Course materials in Moodle in EN - see details in Appendix of
                      WP3 Final Report
                  • videod case studies, games
                  • International Breakfast - presentations of countries by students


   •   Results of Pilot 3
                  • Participants: 50 MA students, specialized in Entrepreneurial
                      Studies
                  • Course materials in Moodle – ppt presentations, see details in
                      Appendix of WP3 Final Report
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                   •   Video presentations by students
                   •   Semester reports by students (15)


   •   Results of Pilot 4
                  • Participants: 55 full-time and 40 part time BSc students
                      specialized in Entrepreneurial Studies
                  • Course materials in Moodle – ppt, handouts, videos, see details in
                      Appendix of WP3 Final Report
                  • Video presentations by students
                  • Semester reports by students (10)
                  •
   •   Results of Pilot 5
                  • Participants: 38 adult learners from three neighbouring town
                  • Course materials in Moodle – video-lecture of Hungarian Master
                      Class, see details in Appendix of WP3 Final Report, published
                      also in DVD format.




              Figure 12. Final reports of students – Business plans




Participants of the pilot courses – both students and tutors – received certificates as
recognition of their attendance.




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                  Figure 13. Certificate received by Pilot course participants




Development of wide range of versatile learning materials and delivering pilot courses
of CBVE project at the University of Miskolc have significantly contributed to the
extension of our education activities and may support stimulating establishment of
regional SMEs.




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4. EVALUATION

An objective of WP5 is to deliver and evaluation report on the final results of the pilot-
run virtual business planning. According to our point of view, to evaluate training
courses is to relate programme outcomes directly to the objectives of the course. But
before doing it, we should have a look at the methodological issues surrounding the
evaluation of business courses.

4.1. Literature about the Evaluation of Education and Training Programmes for New
     Business Creation

Curran and Stanworth (1989), Gibb (1987), Block and Stumpf (1992) and Young
(1997) have identified the need to evaluate education and training for new business
creation. McMullan et al. (2001) make the point that while designing a methodology to
evaluate programmes and courses may be comparatively easy, it is difficult to ensure
that the approach adopted is actually valid. In a similar vein, Westhead et al. (2001:
167) caution that, 'precise and careful methodologies are required to evaluate training
programmes'. I am going to highlight and classify the different positions of authors
founded in the literature.

    How to evaluate.

       Storey (2000) and McMullan et al. (2001) suggest that the best means by which
       to evaluate training courses is to relate programme outcomes directly to
       objectives.

    Purpose of the evaluation.

       Responsive Approach. Stake (1980) suggested that its purpose should be to
       produce information that can guide decisions concerning modifications to a
       programme.

    Methods of Evaluation

           o Cost-Benefit Analysis.

               Gibb (1997) doubts whether a definitive answer can ever be found to the
               question of effectiveness in terms of payback, moreover, Wyckham
               (1989) has noted that there has been difficulty in identifying appropriate
               output measures of such programmes as well as in determining causality.

           o Economic Analysis.

                McMullan et al. (2001: 38) advance the view that the objectives of
               courses for new business creation should be 'primarily economic' and, as

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          such, 'appropriate measures could include businesses started or saved,
          revenue generation and growth, job creation and retention, financing
          obtained and profitability'.

      o Positive position.

          Wyckham (1989) notes that no universally accepted criterion, which can
          be used to evaluate the effectiveness of such programmes, has yet been
          identified. Wyckham has argued that such programmes are measured in
          three ways. First, the knowledge and skills of students are assessed
          through examination. Second, courses and teachers are evaluated through
          student evaluation surveys. Third, after the course has been completed,
          data on the employment and income status of the graduate participants
          can be obtained and evaluated.

      o Subjective o questionnaire approach.

           Westhead et al. (2001) and McMullan et al. (2001) observed that
          initially researchers attempting to assess the outcomes of training
          programmes asked participants for their views.

      o Longitudinal Study.

          One means of measuring the behaviour of participants following
          completion of a training course is to employ a model such as that
          advanced by Jack and Anderson (2001). This is a five-step framework
          for assessing the effectiveness of entrepreneurship education and training
          programmes based on an earlier version developed by Block and Stumpf
          (1992). The model is comprehensive and emphasizes the measurement
          and impact of different elements of training courses over time, from the
          outset of a programme to beyond its completion. A number of authors
          have noted the lack of longitudinal studies conducted within the area of
          education and training for new business creation and a clear need to
          evaluate such programmes over time has been identified (Clark et al.,
          1984; Fleming, 1996; Westhead and Storey, 1996; Wyckham, 1989).

 Reviews to evaluation methods.

      o The subjective approach.

              The limitations of adopting a purely subjective approach to
               evaluation are highlighted as follows by Westhead et al. (2001).
               First, there is the issue of whether the participants on a particular
               course are representative of the target population as a whole.

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          Second, respondents to a survey can be tempted to give answers
          that they feel the evaluator wants, instead of an honest response.
          Third, the impact of a programme can only be judged by
          comparing it with what would have happened had the respondent
          not participated in the course. Fourth, failure to take into account
          the personal characteristics of individuals might lead to an
          exaggeration of the effectiveness of a programme. Fifth,
          researchers should appreciate that participants self-select
          participation in programmes, which can lead to inaccurate
          assessments being produced in the evaluation of courses. Sixth,
          the subsequent behaviour of respondents is actually more
          informative than the reporting of their opinions.

        McMullan et al. (2001) indicate, that it is likely that most
         evaluations will continue to employ this approach. However, they
         do advise that this type of subjective judgement should be
         confined to determining the satisfaction of participants, and
         should not be used as a proxy for measuring the performance
         outcomes of a programme.

o Possible sources of bias of the Longitudinal Study.

        Garavan and O Cinneide (1994a: 5) have stated that, 'longitudinal
         research designs, using control groups to compare participants
         with individuals who did not have entrepreneurial educational
         experience, are needed to examine the lasting effects of
         entrepreneurship education and training interventions'. Storey
         (2000) also advocates such an approach, but suggests that the
         most appropriate way to assess the effectiveness of support
         programmes is to include a control sample of matched firms that
         are identical on the basis of age, sector, ownership and
         geography. Ideally such matching should take place before a
         programme commences so that the two groups can be monitored
         over time. In practice however, such conditions may be difficult
         to satisfy. Even if such a methodological approach is adopted,
         researchers need to be aware of inferential problems, so despite
         the fact that the matching characteristics of the two groups are
         kept constant, there may be other ways in which they differ. With
         specific reference to participation in courses and programmes,
         Storey (2000) suggests that motivation and selection might be
         differentiating factors. For example, those firms or individuals
         seeking assistance or attending courses might be more dynamic
         and growth-oriented and therefore more open to new ideas.


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                          Another source of bias can occur when participants are selected
                           onto a scheme. In a competitive situation selectors will have to
                           choose between various applicants and will select those who
                           appear the 'best'. Potentially this could have implications when
                           comparing against a control group, for as Storey (2000) notes, the
                           performance of the selected group is likely to be superior to that
                           of the matched group since the better candidates have been
                           chosen. A related problem concerns exits during the course of a
                           programme, which may introduce another source of bias. In
                           addition, with particular regard to longitudinal studies, there is
                           the problem of the 'mortality' of those being studied over time.



4.2. Evaluation of UNED Course

The study presents some evidence that a range of qualitative and quantitative outcomes
may emanate from training programmes directed at aspiring new business owners,
which are worthy of further investigation. We are going to compare the objectives
proposed at the beginning of the Project with the outcomes.

According to the Final Report of the Expert Group (Entrepreneurship in higher
education, especially within non-business studies 2008: page 53) evaluation must
therefore be adapted to the objective and to the entrepreneurial competencies to be
developed. If the objective is to learn how to engage in start-up activities, the evaluation
can be based on students‟ performance in developing and presenting a business plan and
their capacity to sell their project.

Objectives                             Method                                                   Outcomes
Students
Compulsory
Assess their
entrepreneurial                        Results of examination                                     57.14%
competencies.
Screen business ideas and
select the most potentially            Results of examination                                     57.14%
viable business project.
To be able to develop a
                                       Results of examination                                     50.00%
Business Plan
                                       Results of examination and
Entrepreneurial Skills                 the kind of methodology                                    50.00%
                                       (Business Plan)
Additional4
                                       Number of students that
Proposals presented to
                                       have presented a proposal                           0.00%-28.57%
funding institutions
                                       to a funding institution

4
    Four students have expressed their intention to start a business in the following months.

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                                    Number of students that
Business Creation                                                                        0.00%-28.57%
                                    have started a business
                                    Number of students that
Entrepreneurial                     have had an accepted
                                                                                         0.00%-28,57%
Competences                         proposal from a funding
                                    institution
Figure 14. Evaluation of the UNED course.

Some students drop out of the course mainly due to personal reasons (they found a job).

From the Project point of view there could be no doubt that we have developed a virtual
course, with rich materials with UNINETTUNO, but the student has been able to use
other materials and resources from UNED because we had previous experience and
courses about distance and online entrepreneurship education. The objective of having a
virtual education course in entrepreneurship is achieved at a 100%.

Now we are going to benchmark our course with courses in the United States of
America and Europe according to two dimensions, teaching methods and phases
included in the course.

Teaching methods used in the United States:




Figure 15. Teaching Methods in USA. Source: Solomon, George (2007), “An examination of entrepreneurship
education in the United States”, Journal of Small Business and Enterprise Development Vol. 14 No. 2, pp. 168-
182.




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Figure 16. Teaching Methods used in Europe. Source: European Commission (2008), Survey of
Entrepreneurship in Higher Education. Main Report 2008.



Teaching Methods in Spain




Figure 17. Teaching Methods in Spain. Source: Survey by the Spanish Ministry for Industry, Tourism and Trade,
Directorate General for SME Policy, 2006.




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Teaching methods, a comparaison




Figure 18. Teaching Methods by Geographical Area

UNED course uses the most common teaching methods in each area.

We just have information of Spain about the phases included in different
entrepreneurship courses, but we know that the phases of our course are coincident with
the phases of any standard course in Business Creation in the USA.




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Figure 19. Phases Included in the Course

UNED course covers three of them

Motivation.

Screening business ideas and selection of the most potentially viable business projects.

Assessment of entrepreneurial competencies.

Star-up Assistance. Only if we consider the help that the teachers could give to the
student that has joined an Administration Programme for New Entrepreneurs asking for
funding for the new venture. The ideal way to implement our course is to make it
coincide with any Administration Programme that could provide the necessary funding
for the new entrepreneur. Most of the problems that the student will face alone in other
circumstances could be solved with the help of the teachers of the course.

On the question of how the teaching of entrepreneurship can best be applied in
concrete terms, the members of the Expert Group were asked to identify a set of key
features for effectiveness and success in implementing these programmes. These are
proposed as general indicators for good practice. Following precise directions from the
Experts, the good practice factors cover the way entrepreneurship teaching should be
delivered (“how to teach”), and not the specific content of the teaching.

Good practice criteria in delivering entrepreneurship education, in boldface the rate of
achievement according to our opinion.

1) The purpose of the course/programme is precisely defined, being linked to the
   delivery of the expected outcome (definition of objectives, and capacity to measure
   outcomes related to those objectives). 100%

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2) There is a balance between the theoretical and practical aspects. Teaching makes use
   of interactive and pragmatic methods; active self-learning; action-oriented pedagogy;
   group work; learning through projects; student-centred methods; learning by direct
   experience; methods for self-development and self-assessment. Delivery is through
   mechanisms that maintain the motivation of students at a high level.100%

3) Activities and events are organised to improve students‟ ability to work in a group
   and build a team spirit, and to develop networks and spot opportunities. 0%

4) Different guest lecturers are involved (e.g. experts on patent law, company financing,
   etc). A close relationship is in place with the local entrepreneurial environment, and
   educators are part of relevant networks (formal and informal). There is a
   collaborative approach with real business practice and industry. 50%

5) Young entrepreneurs (for instance, alumni who have started a company) and
   experienced business people are involved in courses and activities, and contribute to
   their design. Practical experience, by means of students cooperating with enterprises
   and working on concrete enterprise projects, is embedded in the programme.25%

6) Courses and activities are part of a wider entrepreneurial programme, with support
   mechanisms for students‟ start-ups in place and actively utilised.10%

7) Exchanges of ideas and experience between teachers and students from different
   countries are sought and promoted, to encourage mutual learning and to give an
   international perspective to programmes, courses and activities.20%

About educators, and the role of business practitioners in teaching the Expert
Group recommended that, professors should have a background in academia, and
recent experience in business, such as in consulting for, or initiating, entrepreneurial
initiatives. Ideally they should maintain strong personal links with the business sector.
The best professors are teachers who have the required teaching competences as well as
real professional experience in the private sector. A majority of the teachers involved in
UNED course belong to the Organization Department and combine their work at UNED
with their work for other companies in the business sector. 100%

The course and its methodology have been in analyzed in different conferences and
seminars (Leuven 2009, Maastricht 2009 and Villach 2009) for external appraisal.
100%

4.3. Evaluation of University of Miskolc course

Course evaluation process involved 5 phases, for each pilot run, performed at the
University of Miskolc:

In the first phase the tutors and Faculty staff discussed the planned content of the
course. It was critical because these courses are new in Faculty of Economics‟



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curriculum. The Faculty implemented the Bologna system in 2007. The very first
courses were taught in CBVE program.

Second phase: Analyses of students‟ capability as entrepreneur, using tests and
questioners. Business games have proved also useful and attractive methods for
personalising learning passes.

Third phase: Teaching progress. Content of the courses were fluently evaluated and
refined by the tutor, according to the feedback of students. Learners generated content
were evaluated by the tutor and – with regarding the Final Reports developed by
students groups – also by external evaluators.

Forth phase: After completing the course, students evaluated the program. Their
representative has been invited to the Final Seminar organised by videoconferencing
with Tallin – (Appendix 2 S 8)

Firth phase: Evaluation by external expert. We had two experts representing the
business and consulting area. The main question was, whether the teaching materials
and the applied methodology fit to the business life. (Expert reports are attached to WP3
report) Experiences have been analysed in a local team meeting, involving
representatives from the Chamber of Commerce, before launching the 5th Pilot course
for adult learners.

5. CONCLUSIONS

The purpose of evaluation is to produce information that can guide decisions concerning
modifications to a programme.

5.1. Recommendations for UNED course

   1. There are many resources and materials that the students can use. We must
      centralize them in one Platform.

   2. We have observed certain difficulties of the students with the coordination of the
      different parts of the Business Plan and its relation with the Balance Sheet and
      the Profit and Loss Account. We must develop a pattern or template in Excel
      that could help the student to understand these relations. This will make easier
      the role of the teacher.

   3. Students should take an exam of the Master Class. We do not want to change our
      philosophy, students are potential entrepreneurs and not economists, teachers are
      to help them with economic questions, but they must have certain knowledge
      about the relation of the real business with the business accounts and the
      interactions between them.




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      4. We must increase the time dedicated to teach the students how to screen
         business ideas and select the most potentially viable business project using
         micro screening and SWOT or any other tool of strategic analysis.

      5. We should extend the length of the course if we want to have results in new
         business creation or to include other phases such as virtual internships, case
         studies and so.

      6. The student must know everything about the business he is going to get
         involved. Each and every phase must be learnt by heart. Once he has determined
         the potential customers he can identify the competitors. This is the way that
         feasibility study and simulation could have a meaning.

      7. Strength the relations with business.

      8. We must teach the students to distinguish between the roles of strategic, tactical
         and operational plans. The main role of strategic planning is to set the main
         objectives of the business with respect to its positioning in the future and
         therefore is considered to be long-term planning. Tactical planning involves the
         planning on how things or certain processes would be done in a medium term
         time frame. Moreover, operational plans devise ways to implement the
         business‟s strategic and tactical goals in its daily activities.


5.2. Recommendations for University of Miskolc Course

According to the Course Description of objectives these were: to test the wide variety
and versatility of relevant course components in different pilot courses and to generate
and share new content elements by the learners, based on the web2.0/e-learning 2.0
approach. The objective has been achieved at 100%, so no recommendations should be
made according to the relation of objectives and outcomes, but once these objectives
have been reached there is one thing left, which is to define the objectives of the
University of Miskolc Entrepreneurship Course in relation with the aims of
entrepreneurship courses.

According to the Final Report of the Expert Group of European Commision5:

<< Evaluation must therefore be adapted to the objective and to the entrepreneurial
competencies to be developed. The quality of the programme needs to be assessed
according to the objectives fixed. Ideally, planning the evaluation work is a process that
starts with programme design.

If the objective is to develop the entrepreneurial intention, the programme quality can
be assessed through a questionnaire assigned to students to understand their perceptions

5
    Pages 53-54.

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of entrepreneurship, their self confidence to engage in an entrepreneurial activity and
their perceptions of their capacity to detect opportunities and to exploit them.

If the objective is to learn how to engage in start-up activities, the evaluation can be
based on students‟ performance in developing and presenting a business plan and their
capacity to sell their project.

However if the objective is to develop soft entrepreneurial skills, it will be more
difficult to assess the quality of the programme, as little is known about the required
entrepreneurial competencies and how to measure them. In this case, the assessment of
the programme quality should be related to the pedagogies and the methods used.>>

So the recommendations for University of Miskolc Entrepreneurship Course are:

    To define the objective of the course may be using one of the three objectives
     (above) stated by the Final Report of the Expert Group.
    To change the evaluation system of the course once the objective of the course
     has been clearly defined.




6. REFERENCES

Block, Z. and Stumpf, S. A. (1992) „ Entrepreneurship Education Research:
Experienceand Challenge ‟, in D. L. Sexton and J. D. Kasarda (eds) The State of the Art
of Entrepreneurship , pp. 17 – 42 . USA : PWS-Kent Publishing Company .

CBVE Interim report - WP 3.1 Joint development and delivery of pedagogical-rich
education and training materials - Possible Subject/chapter for the Master Class from
partners by Lukács E. and M. Kocsis Baan

Clark, R. W. , Davies, C. H. and Harnish, V. C. ( 1984 ) „ Do Courses in
Entrepreneurship Aid in New Venture Creation? ‟, Journal of Small Business
Management 22 ( 2 ): 26 – 31 .

Curran, J. and Stanworth, J. ( 1989 ) „ Education and Training for Enterprise: Some
Problems of Classification, Evaluation, Policy and Research ‟, International Small
Business.Journal 7 ( 2 ): 11 – 23 .

Dorp, K.J. van. Masterclass Entrepreneurship and International Business-Planning
Training for a New Population of Learners. Paper for EADTU‟s 20th Annual
Conference 2008, Lifelong Learning in Higher Education: Networked Teaching and
Learning in a Knowledge Society, 18-19 September 2008, Poitiers, France, pp 1-8.

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European Commission 2008, Best Procedure Project: “Entrepreneurship in Higher
Education, Especially in Non-Business Studies” Final Report of the Expert Group, page
35 and 53.

Fleming, P. ( 1996 ) „ Entrepreneurial Education in Ireland: A Longitudinal Study ‟,
Academy of Entrepreneurship Journal (European Edition) 2 ( 1 ): 95 – 119 .

Garavan, T. N. and Ó Cinnéide, B. ( 1994a ) „ Entrepreneurship Education and Training
Programmes: A Review and Evaluation, Part I ‟, Journal of European Industrial
Training 18 ( 8 ): 3 – 12 . Page 5.

Gibb, A. A. ( 1987 ) „ Enterprise Culture: Its Meaning and Implications for Education
and Training ‟, Journal of European Industrial Training 4 ( 3 ): 42 – 47 .

Gibb, A. A. ( 1997 ) „ Small Firms Training and Competitiveness: Building upon the
Small Business as a Learning Organisation ‟, International Small Business Journal 15 (
3 ): 13 – 29 .

Herrero de Egaña Espinosa de los Monteros, A. (2009). Business Creation, Education
and Experiences at UNED. Paper for the 23rd ICDE World Conference M-2009:
“Flexible Education for All: Open – Global – Innovative”, 7-10 June 2009, Maastricht,
the Netherlands.

Jack, S. L. and Anderson, A. R. ( 2001 ) „ Entrepreneurship Education within the
Enterprise Culture: Producing Reflective Practitioners ‟, in A. R. Anderson and S. L.
Jack (eds) Enterprise and Learning , pp. 331 – 358 . Aberdeen : Centre for
Entrepreneurship, Department of Management Studies, University of Aberdeen .

Lukács, E., Csiszárik, M. New opportunities for enhancing self-employability -
developing entrepreneurial skills via international virtual programs (The results of Cross
Border Virtual Entrepreneurship pilot-programs in Hungary), 23rd ICDE/EADTU
World Conference, “Flexible Education for All: Open - Global - Innovative”, 7-10 June
2009, Maastricht, The Netherlands

McMullan, E., Chrisman, J. J. and Vesper, K. ( 2001 ) „ Some Problems in Using
Subjective Measures of Effectiveness to Evaluate Assistance Programmes ‟,
Entrepreneurship Theory and Practice 26 ( 1 ): 37 – 54 .

Stake, R. E. ( 1980 ) „ Programme Evaluation, Particularly Responsive Evaluation ‟, in
W. B. Dockrell and D. Hamilton (eds) Rethinking Educational Research , pp. 72 – 87 .
London : Hodder and Stoughton .

Storey, D. ( 2000 ) „ Six Steps to Heaven: Evaluating the Impact of Public Policies to
Support Small Businesses in Developed Economies ‟, in D. L. Sexton and H. Landström
(eds) The Blackwell Book of Entrepreneurship , pp. 176 – 194 . Oxford : Blackwell .




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Westhead, P. and Storey, D. J. ( 1996 ) „ Management Training and Small Firm
Performance: Why is the Link so Weak? ‟, International Small Business Journal 14 ( 4
): 13 – 24 .

Westhead, P.Storey, D. J. and Martin, F. ( 2001 ) „ Outcomes Reported by Students who
Participated in the 1994 Shell Technology Enterprise Programme ‟, Entrepreneurship
and Regional Development 13 ( 2 ): 163 – 185 . 167

Wyckham, R. G. ( 1989 ) „ Ventures Launched by Participants of an Entrepreneurial
Education Programme ‟, Journal of Small Business Management 27 ( 2 ): 54 – 61 .

Young, J. E. ( 1997 ) „ Entrepreneurship Education and Learning for University
Students and Practising Entrepreneurs ‟, in D. L. Sexton and R. W. Simlor (eds)
Entrepreneurship 2000 . Chicago, IL : Upstart Publishing .




7. APPENDIX 1

(By Marta Solórzano, tutor of UNED course)

1. PILOT COURSE PROGRAMME ON ENTREPRENEURSHIP ORGANISED BY
UNED

1.1. Purpose

This course aims to ensure that the entrepreneur moves from the initial motivation to a
particular business plan, enabling him to obtain financing and contributing to the
creation of a viable and lasting business that can make his livelihood. Accordingly, it
welcomes students who have a business idea. The entrepreneur must not only receive
the information and knowledge needed to launch the company, but has to acquire
further "entrepreneurial" skills and competencies.

1.2. Objectives

A.     Define the business idea




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B.     Provide the entrepreneur the essential skills of business organization, marketing,
finance and tax law for defining the business plan.

C.      Planning of company operations, evaluating their economic impact on a
feasibility plan.

D.      Develop a business plan that allows the entrepreneur effective communication of
his idea to customers, suppliers, potential funders, employees and other stakeholders.

E.     Motivate the entrepreneur to start his business idea.

F.     Offer the entrepreneur a technical assessment of his business plan.

G.     Acquire the following skills and competencies:

       •      Creativity.

       •      Ability to take risks and make decisions.

       •      Communication skills.

       •      Analysis and Synthesis.

       •      Negotiation.

1.3. Training process

Given the objectives pursued and the skills and competencies to be acquired, the course
alternates theoretical presentations in the virtual classroom with individual work
directed by the teacher through the Master Class at UNINETTUNO, TeleUNED
conferences, forums and tutorials and virtual network. The coordination of this wide
variety of educational resources is done via the virtual classroom schedule, which
generates the working agenda of each week. This contains both the schedule of
seminars, conferences, etc. as the type of work (individual and virtual classroom
activities) to be performed.

1.4. Human and material resources

The course offers the promoters of new business initiatives a faculty of four teachers,
belonging to four different knowledge areas (business organization, financial economics
and accounting, applied economics and marketing and market research). Teachers act as
teachers and as advisers to the business plans.

Teachers provide the basic material support for developing the business plan, which
includes templates for the development of the executive summary, documents and
diagrams to make a strategic analysis, to define the production and trade policies and to
make fiscal and financial forecasts.

The final document the students should prepare, which we call the business plan, use
the guide of the business plan developed by the faculty. The aim of this is that the

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entrepreneur can use the business plan as a valid tool in which support the search for
financing, both private and public.

Moreover, a virtual classroom that facilitates active teacher-student communication has
been designed. This communication has essentially four components: a) teaching:
materials and consultations about them, b) advice: guidance and support to the decisions
of every business plan in four specific forums (organization, marketing, finance and tax
law); c) exchange of experiences among students and teamwork, and d) coordination.



1.5. Course Development



The course development has followed the logical steps of preparing a business plan,
starting from the initial motivation and ending in the search for funding and opening for
business.

Therefore, the first phase of the course is devoted to the personal self and the pursuit of
the business idea. To do this, students were asked to review their personal
characteristics and circumstances and value them regarding their ability to contribute to
business success.

Likewise, the students presented a business idea to the teaching staff. This begins the
process of creating their own business, looking for a business idea and analysing their
ability to generate profits. In this sense the student is required to justify the goodness of
the idea and to contrast it by answering the following questions:

•      Is there a potential market for our idea or business?

•      Is our project potentially viable?

•      Is it possible to market the project?

•      Is it an own or alien idea?

The second phase of the course intends to awake the desire to create the own business.
To do so, the student must work on developing an initial executive summary. This
aimed to capture, in a concrete way, the business idea on which each student will work
during the remainder of the course.

The third phase of the course intended for students to demonstrate the feasibility of
transforming their idea into a business plan. To do so, exercising the skills of analysis
and synthesis, and with the help of theoretical expositions of teachers, students assumed
the role. The individual work of students is advised from the virtual classroom.

This phase concludes with the final writing of the business plan, according to the project
format propossed by the teaching team. The evaluation of the projects was conducted

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with two filters. Firstly, each student submitted a business plan which assessed the
faculty. This, together with the feedback occurred along the course, allowed a technical
assessment by the teachers, based on fulfilment of the organizational, commercial,
financial, tax, etc. requirements to make the business viable.



1.6. Results

This experience has been clearly satisfactory for all those involved in it:

Students. Seven of the 14 students enrolled presented a business plan. It must be
stressed that some of them began the course with some motivation for self-employment,
but without a concrete idea of business.

Evaluation surveys show that a large majority of students value the learning done in the
course very positively. However, we noted that some of students would have preferred a
more theoretical and practical support to develop the economic-financial part of the
project. However, in the section of the survey that questioned the usefulness of the
course for the creation of a business, the unanimous result was five on five. Four of the
seven students have indicated a clear intention to launch their business in the coming
months.

Teachers. For teachers, course development has meant a real challenge because they
have had to develop a role as consultants of real companies in addition to maintaining a
close and necessary collaboration among different areas of knowledge.



PROJECTS

An artisan microbrewery project.

The idea is the manufacture and sale of real ale. Fabrication will take place at a
microbrewery with a production capacity of up to 250 liters of beer in each 8-hour day
and a maximum initial capacity of 36000 liters per year. It will develop a quality beer
more natural and with more taste than commercial beers produced by large breweries.

The sale of this beer can be well received given that for some time now in Spain is
developing a culture of beer that did not exist before, people usually demand different
beers and search for foreign products, because there is not a wide variety in the
domestic market.

In the recent 2 years there similar initiatives came into being in other parts of the
country, especially in Catalonia, and are having some success. In the middle area of
Spain there is also some artisanal microbreweries with similar features of those of the
one that will be developed, not a serious competition, if not a reinforcement of the
development of the "culture" necessary for the business success.

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The production will be initially based on three different types of beer: wheat, toasted
and golden, even though it is relatively easy to develop the production of more different
kinds of beer, and, depending on the reception of the types initially produced, the
product catalog can be extended.

The market of the product consist of particular bars, restaurants and rural hotels
established in selected locations near the production center, the product will be
exclusive distributed to a specific number of establishments in each locality. The
product will be also sell directly in an adjoining to the factory.

The overall plan is to distribute the product during the first year, to a total of 25 stores
from 6 different locations, connected in one distribution channel of 120 kms. During the
first year we will brew 1 or 2 times a week, being the targeting sales 15,000 liters. The
distribution would take place only once a week, covering all locations. Over the course
of the first year, much of the time will be devoted to promote the promotion, and to
search and select the locations to distribute, since there will be no fixed wage and all
tasks will be performed by the same person and occasionally employing relatives or
friends.

By the third year the objective is to have extended the distribution area to another
similar sized circuit, to have increased the production to 2 or 3 times a week, trying to
obtain the maximum production of the initial installation (36000 liters). From this
moment a small expansion of the factory will be addressed in order to produce up to
72,000 liters/year, introducing the beer in Madrid with the aim of, from the sixth year,
expanding the production capacity to reach a maximum production of 100,000 liters per
year, brewing 3 or 4 days a week and an employee for the manufacture and distribution.

In successive years we can be considered to increase de capacity of the factory but
without exceeding 200,000 liters per year, since we want to remain using traditional and
perfectly controlled methods for brewing with no more than 3 employees. Regarding the
risks: Commercially, once it is assumed that the product is good and reasonably priced,
the biggest problem can be the exclusive contracts some locals may have with certain
brands of beer. Which rarely occurs because normally they are linked to an only
beverage distributor that supplies them with almost all their drinks, but do not usually
have exclusive brands in particular.

The introduction of the factory and its implementation will be carried out by specialists,
while for operation and maintenance are not required special knowledge. As if things go
wrong in this aspect will be hired after sales service installers the factory.

With respect to financial matters we will always have the economic means to produce
during the next year of operation, injecting capital if needed during the first 3 years. The
accounting shall be done by an external auditor. Being a food business, legal problems
may arise because of possible poisoning, which is not likely at all, since all the lots will
be analyzed prior to consumption, as establishes by the law. In the event that a lawsuit
is brought against the company an external law firm will be contracted.

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Proyecto de consultoría empresarial. Business consulting project

The proposal of a business consulting initiative comes from a person that lost her five
years job at the public domain. The experience gained during this time makes the idea
of establishing a company dedicated to business advice viable, to be this a service a
service companies need to hire frecuently.

The knowledge of the business and industrial parks in the area, both locally and
regionally, influences positively on the initiative and so does the limited local
competition: 3 tax and employment and 2 environmental consultancies that have focus
their attention on the field of engineering, and in principle do not pose major
competitive problems in order to undertake the project.

The town where we are planning to establish has a large industrial and business area
with about 200 companies from different sectors: automotive, wood and furniture,
metal, food, transport and all services. Our consultants can serve all equally, our
consultancy business involves diagnostic studies, strategic plans, financial aid,... etc, our
work experience has also involved knowing all types of businesses and sectors.

We have an initial capital amount of € 10,000 and in the beginning, the normal
difficulties of any recently created business are expected, having to win customers and
ensuring costumers loyalty.

Development and distribution of frozen and pasteurized products project

This is a company in the food sector that will develop and distribute frozen and
pasteurized products. These products are 5th range, ie they are finished products ready
to eat and destined to final consumers. The products are easily recognizable by the
consumer, as well as simple and easy to prepare. They will have large pieces of the food
they are made of so the public will recognize what they eat.

Product ranges will be different as some are “tapas” made from various recipes, no
more than 3 or 4, they will reach the consumer ready to heat in oven or microwave.
Another range of products will be sandwich spreads to be heated in microwave or owen,
the recipes are homemade and the ingredients are chopped so people will know what
they eat; the three recipes will be presented in glass jars so clients can see clearly the
product inside and appreciate the texture of the food they buy. In the case of the
HORECA channel (hotels, restaurants and catering) products shall be packaged in a
radically different manner because in this sector, productivity needs require bigger
containers over several kilos content, with wide and accessible rims and that can be
safely covered in the freezer or refrigerator once used.

The food distribution will take place in different ways according to its final destination,
so in the case of hypermarkets and large the distribution will take place in small
packages of about 120 or 140 grs. These, in turn, will be in boxes of 20 jars and the
boxes in paletts, as orders are made in batches of many units for the linear supply of
these supermarkets.

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In the case of the hospitality channel, the goods may go through different distribution
formats as there are purchasing offices that join several of these small customers
together in order to save on the purchase and distribution of the products they sell
and/or consume and use specific distribution companies exclusive of the hospitality
channel with which we will outsource. These firms will then distribute the products in
the form and date required by the small establishment who is the final consumer of the
product. The establishments that are not grouped in purchasing offices require a
capillary distribution of our product that will be held with independent trucks or with IT
companies subcontracted to do this type of retail and day to day distribution.

All these services, manufacturing of prepared and/or frozen products, transporting from
the factory to the refrigerated warehouses, handling in the preparation of orders and
subsequent distribution will be subcontracted. This is a way of exposing less capital and
less risk at the beginning of the operation, and once the penetration of the business in
the sector is determined, some of these intermediaries can be eliminated so to reduce
costs and increase profits.

 The capital will be structured as follows: 20% equity, 40% of capital provided by
venture capital, 20% credit lines from banks, and the remaining 20% will be contributed
by the partners who established the firm.




Teaching academy project

The business idea is a teaching academy for elementary and secondary education and
vocational training.

The arguments that support the idea are:

       •      The professional background of the promoter: Six years teaching
       experience in both private and public schools.

       •     The place where the academy wants to be located: There is only one
       academy nearby, and it teaches English.

       •      The economic situation of the promoter: It's good, has her own financial
       resources.

       •      Facilities: There are several locals for renting available in the area.

       •      The target market: : In recent years the location where the academy is
       meant to be established has multiplied its population by three. There are many
       children and young people


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The origin of this project is a personal and professional interest of the promoter. Idea
that has been taking shape over time and materialized in this project. The objective is to
help students through a clear and direct learning, as well as being a supporting service
for the teachers of the center.

The education levels which will be covered are:

       •      Primary education

       •      Secondary education

       •      Preparation for University entrance exams

       •      Vocational Training

       •      Private lessons

       •      Courses in study techniques

       •      Continuing education

The academy will be located in the town of Cobisa (Toledo), specifically in the center
of it. In recent times, this town has expanded greatly, both in extension both in
population. This has generated the construction of two new primary schools.

 An expected date for making this project a reality, is September 2009, which is when
everything returns to normality after the holidays, starting a new period for workers and
children become a mainstream school.

The company will be established as a Private Limited Company with a minimum capital
of € 30,000. In the beginning the number of employees will be five, including the
promoter. The rest are two teachers, one administrative assistant and one from the
cleaning staff. The teachers have the qualifications required and the administrative
assistant has an Advanced degree in Administrative Management. In addition, a
consultancy will be hired as an external service, to be in charge of labor tax and
accounting issues.



Nursery school project

Growing together is conceived as a kindergarten school oriented to offer a range of
alternative services that will differ it from its competition. Essentially its lines of
activity will be:

1 .- Annual childcare, which will offer educational games and activities appropriate to
the age of the children.




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2 .- Breakfast and welcome service, for children between 3 and 6 years old, and
transportation to their school, and thus covering the potential demand of parents whose
children attend schools without expanded hours in the morning.

3 .- Workshops during the holiday period, which will involved children between 3 and 6
years old, such as English, psychomotor skills, arts and crafs, yoga ..., which will be
carried out in accordance with demand, hiring additional staff in each case if necessary.

This service also will offer:



•      Breakfast: 7.30 am - 9.00 pm

•      lunch: 12.30 pm - 13.30 pm

•      afternoon snack: from 16.30 on

Thus, Growing together will have three kind of users:

•      Regular users throughout the year, with ages between 0 and 3 years, to which the
regular activity of the nursery is addressed.

•       Regular users during all or part of the regulated school, aged between 3 and 6
years, to which the breakfast and welcome service is addressed.

•      Occasional users of the holiday workshops.

The objectives to achieved are:

1.- Publicize the school in the entire area, highlighting the additional services offered.

2.- Try to form and consolidate a group of 40-48 children the first year and gradually
increase the number of them during the next two years in order to complete two new
classrooms.

3.- Consolidate the business as a prestigious nursery school in the area, highlighting the
variety of services offered and their quality.



Rural cottage project at Somao (Pravia)

The business idea is the exploitation of a family house located in the country as a rural
hotel. The market for rural accommodation in Asturias is facing a time of grown.

Located in a well communicated place, far from the city, but not too much and in a rural
location, the site is quiet, near hiking trails and beaches what will enhance the project as
well as the historical and artistic heritage of the environment. The hotel will have eight



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rooms, and the rooms can be booked individually or in case of a group, the entire house
can be rented.

Additional services to the hosting will include activities of what is called “adventure
tourim” with the design of routes or special plans depending on the client.

a) Ecological route: One day hiking + picnic.

b) Cultural route: A walk through the village including a guided tour explaining the
history and the Houses of Indiana.

c) Beach route: An excursion to one or more beaches of the area + picnic.

d) Bicycle route: Cyclist itinerary which include bike and protective equipment renting.

Direct competition in the area could limit the positive effect of the rural tourism growth.
There is just one accommodation of this kind near Somao de Pravia, the "Retiro de
Somao”, with three bedrooms and is located in Recuevo, which is a less pleasant area,
with prices for high season ranging between 120 € -150 € (depending on the number of
clients) and between 100 € - 132 € for the offseason



Library-stationery project

The business being created is a library-stationery. It has a size of 100 square meters and
pretends to meet the demand of the area.

The offer is not only for a space of books and stationery, but also a state of mind, a
feeling, a space and a time of relaxation, calmness, withdrawal or self dedication in a
moment of the day or the week. Therefore, the objective is to create a break in the
client's life where he can look, travel, live, for a few minutes, what he wants and it is
impossible to do during the day.

One of the hallmarks of the library is the atmosphere of the premise. It is essential that
the establisment exudes a sense of peace, tranquility and absence of tension, threats or
haste. Something that both business partners seek and precisely one of the reasons that
drove them to undertake this project.

By that the promoters try to achieve that the customer directly associates this
comfortable sensation directly with the library and the book or material leafed, and
therefore the visitor will repeat purchases and his visits become a habit.

The legal form for the business would be the Limited Company.

The business experience that both partners bring to the company is nil, but they
highlight their skills and attitudes among which is to be found their love of reading,
their knowledge of Literature and good interpersonal skills.


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 The differential nature of the library as a place of peace and tranquility, compared to
 conventional libraries and the availability of time and dedication to the business, with a
 customer oriented philosophy are the competitive advantages of the project.




 8. APPENDIX 2




Section No. 1
                           Registration form / Application form

                                For the second pilot course

                           Business Games (International pilot)

                     University of Miskolc 2008/2009 spring semester



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Surname
First name
Gender
Date of birth (year)
e-mail address
University             University of Miskolc
Faculty                Faculty of Economics
Country of             Hungary
university
Level of education     Post secondary / bachelor /     master /   PhD
Expected year of
graduation
How did you find         from the       via Web         via e-mail         from a        advertiseme         other
information about          tutor                                           friend            nt
CBVE project?

Do you have any learning experience abroad learning?                    Yes, Country………..…………                        no
Do you have any learning experience from distance or e-learning?.       yes                                          no
Do you have any working experience? (if yes – what kind of ? –          agriculture         IT                       no
ex:)
                                                                        industry            human services

                                                                        trade               communications

                                                                        tourism             marketing

                                                                        transportation      other ……….…..

What‟s your plan after graduation?                                      - to continue my studies in MSc or PhD
                                                                        program
                                                                        - to be employee of an international
                                                                        company
                                                                        - to start my own business
                                                                        - to continue the family business
                                                                        - to find job in a Government area
Why did you join this program ?                                         - because it gives 2 Credits

                                                                        - because I have no experience and
                                                                        knowledge in this filed

                                                                        - I would like to be a partner/student in an
                                                                        international project



Please fill in and send back the application from to Mrs. Edit Lukács vgtedith@uni-miskolc.hu




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   Section No. 2



Developing entrepreneurial skills (Business games)


                                SYLLABUS

                      for 2nd year student in BSc. course

                   (2008/2009. academic year, 1st semester)



  Course code          GTGVA 112 B


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        Lecturer            LUKÁCS Edit, assistant professor

        Nature of course Optional

        Class/week          0 +2 practice

        Class/semester      30 class/semester

        Assessment:         Semester report

                            Active participation is classes

        Prerequisite:       Fluency in English

                            Hardworking personality

        ECTS Credits        4



COURSE OBJECTIVE:

This course helps students to develop managerial skills. The course based on case-
studies.



STRUCTURE OF A COURSE:

   1. INTRODUCTION. Introduce yourself- introduce your friend! Learning by case
       studies, the methods of case writing and analysis. How to prepare a Case Study
       Report (Case: Bagel hockey case)
   2. Roll plays. Team building, Team workers by Belbin. (Case: Design a map!)
   3. Gender studies. Video cases in gender aspects
   4. Brainstorming. Brain-writing, Philips 66, Pro-Contra method (Case: Thinking
       inside the box!)
   5. Analyses business environment. (Case: Nissan-Renault case)
   6. Conflict management (Video case: Refuse dump)
   7. Strategic games 1. (Case: Survival case in Arctic)
   8. Strategic games 2. (Case: Design a tower! – LEGO play)
   9. Strategic games 3 (Case: Can La Shampoo be saved?)
   10. Cost and financial planning (Case: Omega fashions)
   11. Communication skills. Techniques of communication, communication strategies
       in a company. One way communication, two-way communication.
   12. Managerial tests in communication, conflict management
   13. Presentation of semester report in groups
   14. Presentation of semester report in groups


LECTURER:

Lukács Edit, assistant professor

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University of Miskolc, Dept. of Business Economics

vgtedith@uni-miskolc.hu




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        Section No. 3



                 Üzleti tervezés módszertana (Syllabus)


                                   HIRDETMÉNY

   a III. évfolyamos nappali gazdálkodás és menedzsment és pénzügy-számvitel
              szakirányos hallgatók részére (2008/2009. tanév 1. félév)



   Neptun kód:               Nem kell beírni

   Előadó                    Csiszárik Miklós

   Óraszám                   2+1

   Teljes óraszám            30

   Kategória                 Kötelező

   Oktatás nyelve            Magyar

   Követelmény

   Előtanulmányi feltétel

   Kredit                    3

A TANTÁRGY TEMATIKÁJA

Tanulmányi hét                                          Előadás

  1. (37. hét)     A tervezés szerepe a vállalkozás életében
                   Az üzleti terv fogalma, fajtái, funkciói
  2008.09.08.

  2. (38. hét)     A terv készítésének alanyai, célja

  2008.09.15.      Az üzleti terv összeállításának főbb szempontjai.

                   Helyzetkép a terv készítése előtt

                   Az üzleti tervezés folyamata



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3. (39. hét)    Az üzleti terv tartalma

2008.09.22.     Összefoglalás Bevezetés, a vállalkozás és az iparág bemutatása

4. (40. hét)    Az üzleti terv tartalma

2008.09.29.     Bevezetés, a vállalkozás és az iparág bemutatása

5. (41. hét)    Az üzleti terv tartalma

2008.10.06.     A termék vagy szolgáltatás ismertetése

6. (42. hét)    Az üzleti terv tartalma

2008.10.13.     Marketing terv

7. (43. hét)    Az üzleti terv tartalma

2008.10.20.     Működési terv

8. (44. hét)    Az üzleti terv tartalma

2008.10.27.     Szervezeti terv

9. (45. hét)    Az üzleti terv tartalma

2008.11.03.     Pénzügyi és finanszírozási terv

10. (46. hét)   Az üzleti terv tartalma

2008.11.10.     Pénzügyi és finanszírozási terv

11. (47. hét)   Az üzleti terv tartalma

2008.11.17.     A megvalósítás ütemezése

12. (48. hét)   Az üzleti terv iparágak szerinti specialitásai

2008.11.24.

13. (49. hét)   Zárthelyi dolgozat

2008.12.01.

14. (50. hét)   Prezentáció

2008.12.08.




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GYAKORLATOK:



  Tanulmányi                                          Gyakorlat
     hét

     1. (37. hét)    Az üzleti terv fogalma, fajtái, funkciói.



     2. (39. hét)    Az üzleti terv készítésének menete. A vállalkozás általános
                     bemutatása (konkrét esettanulmányon keresztül)


     3. (41. hét)    Az üzleti terv iparágak szerinti specialitásai.



     4. (43. hét)    Marketing terv és a marketingstratégia. Szervezeti terv, személyi
                     állomány.


     5. (45. hét)    Pénzügyi források. Működési terv.



     6. (47. hét)    Működő vállalkozások üzleti terve




KÖTELEZŐ IRODALOM:

1.    Előadások anyaga
2.    Alan West: Az üzleti terv
3.    Ernst and Young: Az üzleti terv – kalauz
4.    Vecsenyi János: Vállalkozás: az ötlettől az újrakezdésig Budapest, 2003


AJÁNLOTT IRODALOM:

1. Ernst and Young: Cashflow-likviditásmenedzsment

2. Magyar Vállalkozásfejlesztési Alapítvány: Üzleti tervezés 3 ..2 ..1,

3. Szirmai Péter: 10 lecke az üzleti tervezésről



KÖVETELMÉNYEK:


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Óralátogatás

Félévközi feladat teljesítése (beadási határidő: 2008. december 05 (péntek)



A VIZSGA MÓDJA:

Gyakorlati jegy a zárthelyi dolgozat (40%) és a félévközi feladatból (40%) és
prezentációból (20%) tevődik össze.



A TÁRGY ELŐADÓJA:

Csiszárik Miklós, egyetemi adjunktus

KONZULTÁCIÓS IDŐPONTOK:


Hétfő 12-15 (A/4 épület 413 szoba)

Péntek 10-12 (A/4 épület 413 szoba)




Miskolc, 2008. szeptember 03.



                                                                   Csiszárik Miklós

                                                                   egyetemi adjunktus




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         Section No. 4



                                   Üzleti játékok


                                   HIRDETMÉNY

 a II. évfolyamos nappali (BSc) gazdálkodás és menedzsment szakos hallgatók részére

                              (2008/2009. tanév 2. félév)



     Neptun kód:               GTGVA 112 B

     Előadó                    LUKÁCS Edit, egyetemi adjunktus

     Óraszám                   0 +2 gy

     Teljes óraszám            30 óra /szemeszter

     Kategória                 Szakmai tantárgy

     Oktatás nyelve            Magyar

     Követelmény               Rendszeres óralátogatás, aktív órai munka

                               Csoportos írásbeli feladat leadás határidőre (10.
                               tanulmányi hét) és prezentációja

     Előtanulmányi feltétel Nincs

     Kredit                    4




A TANTÁRGY CÉLJA:

A tantárgy célja a vezetői készségek fejlesztése., felkészítés a probléma elemzésére,
helyzetértékelésre, döntési helyzetek megoldására, modellezésével. A kurzus a
csoportmunka segítségével készíti fel a hallgatókat a vezető egyik legfontosabb
feladatára a csapatának koordinálására. Az órák nyitottak, kötetlenek, lehetőséget adnak
helyzetgyakorlatokra, azok elemzésére. A hallgatók aktív részvétele szükséges.

A helyzetgyakorlatok némelyikét a kari Humán erőforrás fejlesztő laboratóriumban
végezzük, ahol videóra rögzítjük és elemezzük.


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A TANTÁRGY TEMATIKÁJA

     15. Bevezető óra, a tematika és követelmények ismertetése. Az esettanulmány
         módszer típusai, módszerei, alkalmazásának lehetőségei. Értékelésre váró
         esettanulmány: Burjánzó borostyán esettanulmány. Probléma megoldó
         esettanulmány: A zsemle hoki ügy esettanulmány (szerepjáték)
     16. Helyzetértékelő esettanulmány: A szépségipar ráncai
     17. Szituációs játékok, szerepjátékok. Team-building. Belbin-féle csoport
         funkciók
     18. Gender studies. Esettanulmányok munkahelyi konfliktusokról gender
         szemléletben. Videó esettanulmányok elemzése. („Stílus ruhagyár” és a „Főnök
         van egy problémám…” c. videó esettanulmányok elemzése)
     19. Csoport dinamikai módszerek elmélete. Brainstorming. Brain-writing, Philips
         66, Pro-Kontra módszer
     20. Csoport funkciók elemzése a „Szemétlerakó telep” című videó esettanulmány
         segítségével
     21. Stratégiai játékok. A sarkköri túlélési játék
     22. Konfliktus helyzetek kezelése
     23. Tesztek konfliktus kezelő kérdőív, Vállalkozási kérdőív, Önismereti tesztek
     24. Kommunikációs feladatok. Kommunikáció típusai és technikái. Játékos
         feladatok egyirányú és kétirányú kommunikációra
     25. Költségtervezési feladat és pénzügyi kockázat kezelése - Cash-flow tervezés.
         (Omega fashions esettanulmány)
     26. A modell, mint üzleti lehetőség és megoldás. A modell típusai és alkalmazási
         lehetőségei.
     27. Hallgatói prezentáció
     28. Hallgatói prezentáció.


TANANYAG:

1.      Jónás Béla Péter- Lukács Edit: Üzleti játékok egyetemi jegyzet

      A tananyag készült a „Vállalkozói készségek fejlesztése a középfokú és
      felsőoktatásban”

      „Vállalkozást tanulni: sikeresen vállalkozni” HU0105-03-01-0023 pályázati
      program keretében 2003-ban,Jónás Béla Péter – Lukács Edit: Szakmai,
      gyakorlati modul (Az oktatási módszerek elmélete és gyakorlata), címmel

      ISBN 963 661 688 4



AJÁNLOTT IRODALOM:



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   1.      Meredith Belbin: A team, avagy az együttműködő csoport; Edge 2000 Kft.
           Budapest 2003.
   2.      dr. Susánszky János: A racionalizálás módszertana; Műszaki Könyvkiadó
           Budapest 1982.
   3.      Doni Tamblyn – Sharyn Weiss: Humoros tréning gyakorlatok nagykönyve ;
           Z-Press Kiadó 2002.
   4.      Hoványi Gábor: Menedzsmentmeditációk, KJK-KERSZÖV Kft., 2002.
   5.      Témakörönként a gyakorlatokon javasolt irodalmak.
   6.      Dr. Fülöp Sándor-Simán Miklós: Esettanulmányok és vállalati játékok,
           Közgazdasági és Jogi Könyvkiadó, Budapest, 1969.
   7.      Új management módszerek – Amit az új módszerekről minden
           vállalatvezetőnek tudnia kell, Közgazdasági és Jogi Könyvkiadó, Budapest,
           1970.


KÖVETELMÉNYEK:

1. A gyakorlatok rendszeres látogatása.
2. A csoportos feladat beadása a 10. tanulmányi hétre, majd prezentálása a 13-14.
   tanulmányi heti gyakorlatokon.
3. Aktív részvétel az órákon.


A GYAKORLATI JEGY MEGÁLLAPÍTÁSA:

Óralátogatás:        10 pont

Csoportos dolgozat: 40 pont (gyenge 10 pont, közepes 20 pont, jó 30 pont; kiváló 40
pont)

Prezentáció:         30 pont

Órai aktivitás:      20 pont



A megszerzett pontok alapján:             0-60 pont       elégtelen (1)

                                   61-70 pont    elégséges (2)

                                   71-80 pont    közepes (3)

                                   81-90 pont    jó (4)

                                   91-100 pont   jeles (5)



A TÁRGY ELŐADÓJA:

Lukács Edit, egyetemi adjunktus


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     ME Gazdálkodástani Intézet A/4 épület 413.

     vgtedith@uni-miskolc.hu




KONZULTÁCIÓS IDŐPONT:

Hétfő 10-13 óra A/4. épület 413. szoba




Miskolc, 2009. január 15.



                                                                  Lukács Edit

                                                                  egyetemi adjunktus




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         Section No. 5



                 Vállalkozások jogi szabályozása (Syllabus)

                                    HIRDETMÉNY

                a IV. évfolyamos vállalkozás szakirányos hallgatók részére

                               (2008/2009. tanév 2. félév)



  Neptunkód:                      GTGVA203N

  Előadó                          Csiszárik Miklós, egyetemi adjunktus

  Óraszám, Lezárás, Kredit        2+1, a-k;

  Kategória (Köt, KV, SZV) Kötelezően választható



A TANTÁRGY TEMATIKÁJA

 Tanulmányi                                         Előadás
    hét

  1. (7. hét)       A kis- és közepes vállalkozások gazdasági szerepe, funkciója,
                    gazdálkodásukat és működésüket érintő jogszabályok rendszerezése.
 2009.02.11.

  2. (8. hét)       A társasági jog alapelvei. A vállalkozások alapításának jogi
                    feltételei, a cégbejegyzés kellékei.
 2009.02.18

  3. (9. hét)       A jogi személyiség nélküli és a jogi személyiséggel rendelkező
                    társasági formák és jellemzőik.
 2009.02.25.

 4. (10. hét)       Az Európai Uniós társaságok és jellemzőik.
 2009.03.04.

 5. (11. hét)       A gazdasági verseny alapvető szabályai.

 2009.03.11.

 6. (12. hét)       Fogyasztóvédelem.


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 2009.03.18.

 7. (13. hét)    Vállalkozások érdekvédelmi és tanácsadó szervezetei (kamarák,
                 KISOSZ, VOSZ, GYOSZ, ITD Hungary).
 2009.03.25.

 8. (14. hét)    Reklám és ami mögötte van.

 2009.04.01.

 9. (15. hét)    Klaszterek definíciói,       fajtái,   csoportosítása,    magyarországi
                 sajátosságai, előnyei
 2009.04.08.
                 és hátrányai.

 10. (16. hét)   Inkubátorházak fejlődése Magyarországon és az EU-ban.

 2009.04.15.

 11. (17. hét)   ZÁRTHELYI DOLGOZAT

 2009.04.22.

 12. (18. hét)   A vállalkozói adók rendszere. Az adórendszer tervezett változásának
                 hatásai a vállalkozások gazdálkodására.
 2009.04.29.

 13. (19. hét)   Közbeszerzési eljárás. A közbeszerzési             eljárás   definiálása,
                 csoportosítása, az eljárások menete.
 2009.05.06.

 14. (20. hét)   PÓTZÁRTHELYI DOLGOZAT. KONZULTÁCIÓ

 2009.05.13.



GYAKORLATOK:

 Tanulmányi                                       Gyakorlat
    hét

  1. (7. hét)    Az egyéni vállalkozási forma jellemzői, gyakorlásának feltételei.

 2009.02.09.

  3. (9. hét)    A jogi személyiség nélküli és a jogi személyiséggel rendelkező
                 társasági formák és jellemzőik.
 2009.02.23.

 5. (11. hét)    Különleges vállalkozások I. A franchise vállalkozások sajátosságai,



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  2009.03.09.     előnyök és hátrányok (Esettanulmány).

  7. (13. hét)    Különleges vállalkozások II. Off-shore cégek és adóparadicsomok.

  2009.03.23.

  9. (15. hét)    Inkubátorházak fejlődése Magyarországon és az EU-ban.

  2009.04.06.

  11. (17. hét)   FÉLÉVKÖZI PREZENTÁCIÓ

  2009.04.20.

  13. (19. hét)   FÉLÉVKÖZI PREZENTÁCIÓ

  2009.05.04.



TANANYAG:



5. Előadások anyaga
2. Fazekas-Harsányi-Miskolczi-Újváriné: Magyar társasági jog. Novotny kiadó
Miskolc,2001.

3. Bíró-Csákó-Leszkoven-Osváth-Tománé: Jogi ismeretek mérnök hallgatók számára
„Novotni Kiadó” Miskolc 2001.

4. Csécsy György: Jogi ismeretek I. Novotny kiadó 2001.

5. Szilágyiné dr. Fülöp Erika-Lukács Edit-Csiszárik Miklós: Vállalakozások jogi
szabályozása (oktatási segédlet) Miskolci Egyetem Gazdálkodástani Intézet, kézirat
2008.

6. A gazdasági társaságokról szóló törvény és módosításai

7. Az egyéni vállalkozásról szóló törvény és módosításai

8. A közhasznú szervezetekről szóló törvény és módosításai

9. Az adózás rendjéről szóló törvény és módosításai



AJÁNLOTT IRODALOM:

1. Bartha Judit-Fazekas Judit-Harsányi Gyöngyi-Miskolczi Bodnár Péter-Újváriné
Antal Edit: Speciális társaságok, KJK Kerszöv, 2003


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KÖVETELMÉNYEK:



4. A gyakorlatok kötelező látogatása és a gyakorlatokon való aktív részvétel.
5. Egy zárthelyi dolgozat (11. tanulmányi héten) Pótzárthelyi az utolsó tanulmányi
   héten.


A VIZSGA MÓDJA:

A vizsgajegy a félévközi teljesítményt is tartalmazza. A vizsga az előre kiadott tételsor
alapján szóban történik.



Megnevezés                    Adható                         Elért pontszám         Érdemjegy
                             pontszám

Óralátogatás                  10 pont                            0-30 pont           Elégtelen
                                                 ÉRDEMJEGY



Zárthelyi dolgozat            20 pont                           31-35 pont           Elégséges

Csoportos beadvány            20 pont                           36-40 pont            Közepes

Összesen                     50 pont                            41-45 pont               Jó

                                                                46-50 pont              Jeles



A TÁRGY ELŐADÓJA: Csiszárik Miklós, egyetemi adjunktus

     ME Gazdálkodástani Intézet A/4 épület 413.

     vgtmiki@uni-miskolc.hu



KONZULTÁCIÓS IDŐPONTOK: Kedd 10-12

Miskolc, 2009. február 05.

                                                                        Csiszárik Miklós

                                                                        egyetemi adjunktus




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      SectionNo. 6

                                  List of participants

                             First international pilot course

                    University of Miskolc 2008/2009 autumn semester

                                  WP. 5. HUNGARY




Lukács Edit tutor              Hungary     vgtedith@uni-miskolc.hu



Csiszárik Miklós tutor         Hungary     vgtmiki@uni-miskolc.hu



Zuzanna Osowska                Poland      zuzanna_osowska@interia.pl



Katarzina Borecka              Poland      zuzanna_osowska@interia.pl



Violin Boykov Georgie          Bulgaria    violin_georgiev@abv.bg



Dilyana Atanasova Todorova Bulgaria        dilqna_todorova@abv.bg



Iior-Mathias Nyberg            Finland     homer_040@hotmail.com



Ercan Pisirgen                 Turkey      episirgen@gmail.com


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Csele Barbara      Hungary   csele.barbi@gmail.com



Krakovszky Tamás   Hungary   krakovszkyt@gmail.com



Szabó Bianka       Hungary   bianka.szabo@citromail.hu



Káposzta Norbert   Hungary   flexx9@gmail.com



Keserű Zsuzsanna   Hungary   zsuzsi89@gmail.com




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Section No. 7                  Presentations of Business plans

                                   in Hungarian Pilot course

                                    University of Miskolc

                                      27 November 2008

                                organised in collaboration with

                          Scientific Student Research Conference

                              Tudományos Diákköri Konferencia

                                    2008. november 10-28

                                 Session „Business Planning”



    Üzleti tervezés szekció



       Authors / Előadó(k)                             Title / Téma

    Áts Ramóna                   „Vega Világ, a Vegák Királya”, avagy vegetáriánus
    Koleszár Gergely             gyorséttermünk üzleti terve
    Nagy Bernadett

    Borodavko Beáta              Rohanó világ és gyermeknevelés, avagy a Gyermekvár
    Fedor Judit                  magánóvoda és bölcsőde a felhőtlen gyermekkorért
    Kiss Noémi

    Dobrosi Ágnes                „Több, mint szépség”, avagy egy induló High Care Center
    Kiss Bernadett               üzleti terve
    Korpás Anna
    Mázik Ildikó

    Gróf Pál                     „Hogy ne csak az utcát fűtse”- avagy a Ziccer Miskolc
    Kiss Tibor                   Kft. Üzleti terve
    Lauber Gergely


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Hajtós Eszter Vivien   „Fűben, fában orvosság van”, avagy a Naturis Kft. Üzleti
Juhász Tamás           terve
Polyák Eszer
Varga Anita

Kis Anikó              A kényelem melegágya, avagy Madárfészek a pusztán
Szekeres Ágnes
Váradi Kitti
Zsipi Edina

Mészáros Tímea         A gyermekálmok tárháza, a szüleiknek mentsvára avagy a
Selmeci Alexandra      LurkóKuckó Kft. Üzleti terve
Szendi Dóra




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  Section No. 8


Evaluation by the students



Student evaluation by Beáta Bodorovko 3rd year student of Faculty of Economics
(29.september 2009. videoconference between Tallin and Miskolc)



First of all, I would like to introduce myself. I am Beata Borodavko and I study at
University of Miskolc Faculty of economics. I am full time student. I am in a final year,
my major is Economics and Management and my special field is Entrepreneurship. I
heard about the CBVE project first from my tutor Edit Lukács. I took part in this project
with two others students. We joined this program, because we would like to be a partner
in an international project.

During a semester we studied about a small entrepreneurship. This was business course.
This was very useful, because we got special knowledge in the following fields:
planning for small enterprises, cost-and price determination, financial planning,
logistics, marketing, production management, information management, risk analysis
and organisation-build for small enterprises.      We used this new knowledge and
information to our essay. This was a business plan. This plan presented how to open and
run a Private Nursery School and Crèche. We found Ltd in theory. We would like to
demonstrate the Organisation and Function of the company.

Whit this essay we participated in a competition here in the university. Our plan met a
great success, because we made a widespread questionnaire survey and we detailed
analyzed a planning period. We got a first place.

After that we qualified to the National Students Conference (so call in Hungarian
OTDK). This national competition was took place at university of Debrecen in April
2009. This Conference tended 3 days. We were on the second day, so we had an
Opportunity to attended lectures, which was performed followed students. These
lectures were very interested and beneficial. During this program we got better in team-
working, we learnt how to divide the tasks among us. We made a presentation of our
study ahead of a committee. The Teachers asked some economic questions and we
discussed the problems. Our presentation got maximum points, because our
communication and presentation skills improved when we attended in a Program of
CBVE. We made a contact not only profession, but also socially.

We thought that this Program and this Conference was very useful, because our
professionally skills developed. So we would like to participate in other competitions
and projects, like this in the near future.

                             (Presented during the Final Seminar, 29 September, 2009)


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