Entrepreneurship in the Dual Engineering Training Curricula

Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 716)


The study presents the new experiences of the dual training model in engineering education as a best practice example. This new model has been introduced recently in the Hungarian higher education and has become a focus of interest. The dual education students study in the institutional academic period together with the normal full-time students at their higher education institute, and parallel to their academic education they participate in the practical training. It gives the students an opportunity to join a specific training program at an enterprise. Being involved in specific “operational” practical tasks and project-oriented work enhances independent work, learning soft skills and experiencing the culture of work. Among all these knowledge areas entrepreneurship studies have been added to both the academic and the practical curriculum. Our aim is to present this new type of engineering education compared to the traditional curriculum, focusing on entrepreneurship studies. We highlight the contents of the academic curriculum and its practical contents at different enterprises. The present paper examines the difference in terms of the entrepreneurial knowledge and learning process between the dual and traditional students after participating for a year in these different educational models.


Dual study Learning by doing Soft skills Entrepreneurship  Engineering curriculum 


  1. 1.
    Tóth, P.: Theoretical Foundations of Corporate Mentor Training. Obuda University, Budapest (2015)Google Scholar
  2. 2.
    Melin, G., et al.: Towards a future proof system for higher education and research in Finland. Publications of the Ministry of Education and Culture, Finland (2015). Accessed 14 July 2016
  3. 3.
    Kovacs, Z.S., Török, E.: Dual system for renewing Hungarian higher education. Int. J. Educ. Learn. Syst. 1, 81–85 (2016)Google Scholar
  4. 4.
    Yu, L.: Research on the cooperative education model cultivating in higher vocational education. Educ. Manage. Eng. 1, 35–41 (2012)Google Scholar
  5. 5.
    Simonics, I.: Seminar organization, planning and management. In: Tóth, P. (ed.) Theoretical Foundations of Corporate Mentor Training, pp. 53–73. Obuda University, Budapest (2015)Google Scholar
  6. 6.
    Educatio: Research and development related to the implementation of the dual training programs, analysis of Hungarian and foreign practices as a good examples. Case studies. Educatio Nonprofit Kft, Budapest (2014)Google Scholar
  7. 7.
    Göhringer, A.: University of cooperative education–Karlsruhe: the dual system of higher education in Germany. Asia Pac. J. Coop. Edu. 3(2), 53–58 (2002)Google Scholar
  8. 8.
    Burns, C., Chopra, S.: A Meta-analysis of the effect of industry engagement on student learning in undergraduate programs. J. Technol. Manage. Appl. Eng. 33(1), 2–20 (2017)Google Scholar
  9. 9.
    OECD: Knowledge Management in the Learning Society, OECD Publishing, Paris (2000). Accessed 03 May 2017
  10. 10.
    Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, New York (1991)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Alba Regia Technical FacultyObuda UniversitySzékesfehérvárHungary

Personalised recommendations