Entrepreneurship promotion

Several universities encourage university students and educators to be innovative and entrepreneurial – and therefore open to cooperation with the business sector and to the generation of knowledge that can be utilized in the market or starting a business. These institutions have recognized that innovation and entrepreneurship are not a characteristic feature of academia and university citizens, but that it is the institution's responsibility to encourage and support them. Innovative and entrepreneurial spirit not only dynamically reinforces the institution's core activities and ensures continuous development and renewal, but also contributes significantly to its own revenue-generating capacity.

Encouraging innovativeness and entrepreneurial spirit in the investigated institutions have two dimensions: providing the right infrastructure conditions and professional programs.

• Entrepreneurship is one of the key strategic goals of the University of Tartu, which is why the Center of Innovation and Entrepreneurship has been created, and this is why entrepreneurship education is being expanded at the university.

• Aalto University's Design Factory, Health Factory, and Media Factory are similar to this, and the design factory is also developing internationally.

• TAKEOFFANTWERP also supports students' entrepreneurial activities. The University of Antwerp is outstandingly supportive of this by providing student-entrepreneur status to students, helping to coordinate learning and entrepreneurship. (We see the same in Aalto University's student organization.)

• Two other studied universities can be mentioned here: Moscow University encourages entrepreneurial activity with students such as the Iron Entrepreneur Competition. Otherwise, this university has been looking for a good foreign

practice to work with (eg at MIT, Aalto University or the University of Texas).

Another excellent example of entrepreneurship is the initiative of the Vilnius University LinkMenu Fabrikas, which has created the right infrastructure conditions for innovative student activities. (Otherwise, the infrastructure may be used by third parties, so it generates revenue directly.)

3.3. Visibility

In each of the studied institutions, we found that various self-revenue-generating activities, such as enrollment for tuition fee programmes, making links with business partners, and fund-raising are supported by excellent website interfaces, databases and online opportunities. The English-language website of the majority of the studied institutions also far exceeds the Hungarian-language website of some Hungarian universities. In many cases, an interface or a notice for external partners or potential sponsors can be found on the opening page. However reports on successful spinoff businesses, successful product development or other projects can also be seen as well as reports from international students about their learning experiences gained at that institution:

• At the University of Tartu, university services are supported by an online database that is well-suited to external partners, where you can find services available in different disciplines. Each service has a short description and a tool for the service (photo, parameters). There is also a searchable database and an online search interface on the ADAPTER. Through the latter, entrepreneurs can send their questions and ideas to the university. The request may relate to the need for further training, using laboratory services, developing a product or process, joint research, solving a business problem, etc. The university responds to these requests within five working days, and offer suggestions for solutions.

• At the University of Antwerp, a well-searchable university website helps business partners to find the right academic partner to meet their needs. These include the Find an Expert database and the Research Overview, which can be searched and researched by research topics and researchers.

• On the University of Barcelona website, people interested in adult education are also provided with a search interface. Here you can search for courses that correspond to the potential participant by setting the subject area, faculty, type (with diploma or diploma), method of education (traditional, distance, blended), keyword, credit number, start time, but the courses can be browsed in the

alphabetical index. The University website also provides an online interface for external actors to find the right UB specialist to use the University’s expertise.

This is the Experts’ Guide.

• Another example can be found at the website of the University of Vilnius, which also provides services to external partners, and a search interface has been set up to help external stakeholders find the right university partner. They can also be searched for by the patents of the university. The Open Access Center of the University of Vilnius was created to make the University's research activity visible.

We have also found that higher education institutions operating in the same geographical area strive for strategic cooperation in areas that can generate their own revenue.

Most of the studied institutions have a clear, definite, institutional and development strategy aimed at increasing their revenue-production capacity. In addition to creating an institutional strategy, they also use internal solutions – a plan of action, the establishment of control bodies that guarantee the achievement of objectives.

References Aalto:

U-Multirank: https://www.umultirank.org/study-at/aalto-university-rankings/

THE Ranking 2019: https://www.timeshighereducation.com/world-university-

rankings/2019/world-ranking#!/page/0/length/25/name/aalto/sort_by/rank/sort_order/asc/cols/stats THE Young University Ranking 2018:

https://www.timeshighereducation.com/world-

university-rankings/2018/young-university-rankings#!/page/0/length/25/name/aalto/sort_by/rank/sort_order/asc/cols/stats Twente:

THE Ranking 2019: https://www.timeshighereducation.com/world-university-

rankings/2019/world-ranking#!/page/0/length/25/name/twente/sort_by/rank/sort_order/asc/cols/stats

UMR: https://www.umultirank.org/study-at/university-of-twente-rankings/

Antwerpen:

THE Ranking 2019: https://www.timeshighereducation.com/world-university-

rankings/2019/world-ranking#!/page/0/length/25/name/antwerp/sort_by/rank/sort_order/asc/cols/stats UMR: https://www.umultirank.org/study-at/university-of-antwerp-rankings/

Barcelona:

THE Ranking 2019: https://www.timeshighereducation.com/world-university-

rankings/2019/world-ranking#!/page/0/length/25/name/barcelona/sort_by/rank/sort_order/asc/cols/stats UMR: https://www.umultirank.org/study-at/universitat-de-barcelona-rankings/

Higher School of Economics, Moszkva:

UMR: https://www.umultirank.org/study-at/national-research-university-higher-school-of-economics-rankings/

Harvard:

UMR: https://www.umultirank.org/study-at/harvard-university-rankings/

Tartu:

UMR: https://www.umultirank.org/study-at/university-of-tartu-rankings/

Vilnius Gedimidas Technical University:

UMR: https://www.umultirank.org/study-at/vilnius-gediminas-technical-university-rankings/

Rankings:

QS World University Ranking 2019: https://www.topuniversities.com/university-rankings/world-university-rankings/2019

QS Young University World Ranking 2019: https://www.topuniversities.com/university-rankings/top-50-under-50/2019

ARWU Ranking (Shanghai Ranking) 2018:

http://www.shanghairanking.com/ARWU2018.html THE Young University Ranking 2018:

https://www.timeshighereducation.com/student/best-universities/best-young-universities-world

THE Europe Teaching and Research 2018:

https://www.timeshighereducation.com/rankings/europe-teaching/2018#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/undefined THE Goldaen Age University Ranking 2018:

https://www.timeshighereducation.com/student/best-universities/best-golden-age-universities

Consistory – the obscure subject of state control