EDUCATORS’ ROLE AND TASKS IN ENTREPRENEURSHIP EDUCATION

The demand for teaching entrepreneurship and developing entrepreneurship skills appears both on the side of regulators (European Union, national governments), and on the side of labour market (employers, companies, entrepreneurs), and moreover from the side of students as well. All of these confront with the state business higher education reaching the highest number of students with its theory-based methodology. The increase of the programs and courses promoting to become entrepreneurs is remarkable worldwide.
Many studies deal with the issue of how the entrepreneurship can be taught under the conventional frames and methods, or is it teachable at all. Among these, some research concluded that it is not teachable, because some people were born with entrepreneurial qualities (this is the so-called quality theory). Others think that the entrepreneurial role, being can be often learned by cultural and practical methods. Concerning the teachability dilemma of entrepreneurship we already know from the research of Haase and Lautenschlager (2011) that the challenge of the conventional education is the development of skills, and the lack of it.
So, it can be concluded that it can be developed through entrepreneurship education and training as well. During the studies examining the role, responsibility of higher education it turned out that the higher education and choosing entrepreneurship as a profession show positive correlation.
The authors of this study have nationalized and have been operating a 23-year-old Finnish entrepreneurial education model, the Team Academy at the University of Debrecen since 2010. The methodology is applied on different education levels and available for more and more students. During their work they enriched their teaching methods with many non-conventional methods to be successful.
In this paper the authors are examining how the entrepreneurship development is taught in Hungary in the business higher education. What kind of methods are used by the teachers and which skills are in focus for them? What is the rate of theoretical and practical education, the presentation of theory and skill development?
Many research confirm that the successful entrepreneurship teachers must use several methods (mentoring, coaching, facilitation, etc.) beside the conventional teaching methods. In this research we would like to assess the practice and existence of this.