With the fact that studying abroad has gradually become the priority choice for students to pursue higher education, the number of international students is undergoing dramatic growth. However, little is known about the entrepreneurship of this growing group. Moreover, a considerable number of researchers propose that entrepreneurial self-efficacy is one of the critical factors that influence individuals to make entrepreneurial decisions in the entrepreneurial domain. Therefore, this paper takes a group of international students as its research object to explore the impact of the four capability dimensions of entrepreneurial self-efficacy on entrepreneurial intention (EI) and its relationship with demographic characteristics in the Hungarian context. The four capability dimensions tested in this study include operation and management capacity (OMC), relationship coordination capacity (RCC), risk tolerance capacity (RTC), and innovative and opportunity identification capacity (IOIC). To test the hypothesis in this paper, the hierarchical regression and independent samples t-test are used. The results show that OMC, RTC, and IOIC have a significant impact on the EI of international students, but RCC has not been confirmed. Additionally, the demographic characteristics of international students are associated with their EI in the context of Hungary. This finding contributes to adopting more effective and comprehensive entrepreneurial practices for relevant institutions.

In recent years, Hungary has seen a dramatic increase in the number of international students, particularly since the government launched a scholarship program to encourage more talented overseas students to study at Hungarian universities. The mobilities of these students have notably increased their participation in part-time jobs or internships in the host country. These work experiences could broaden the perspectives of international students regarding the organizational operation modes in the host country’s firms; moreover, they may impact their ability to interculturally adjust to the host country’s culture, clarifying their intentions to stay or not. This article attempts to find out how perceived organizational support (POS) affects international students’ plans to stay and work abroad (IS), as well as what roles conflict management climate (CMC) and intercultural adjustment (IA) play in this relationship. A linear snowball sampling method was used to collect the data. The study’s sample was taken from international students in Hungary with part-time jobs or internships. A self-administrated questionnaire was distributed to the participants through online channels. The PLS-SEM method was used to empirically test the proposed hypothesis. Later, a total of 433 valid answers were used for the analysis. The results reveal that POS positively and significantly affects CMC and IA but has no significant effect on IS. Moreover, IA is the only factor that has a direct impact on IS and it shows a significant mediating impact on the relationship between POS and IS. The findings contribute to the success of Hungarian organizations in retaining talented young (or soon-to-graduate) employees in their companies by encouraging their intentions to stay in the country.

With the global development of the regional mobility of education, Hungary has gradually become a priority country for overseas students to pursue tertiary education. Meanwhile, the experience of studying abroad can prepare international students to engage in international business and new entrepreneurial activities around the world. In this context, the research on the change of entrepreneurial intention brought about by studying abroad in Hungary deserves great concern and exploration. Given that, this paper contributes to finding out whether the entrepreneurial intention (EI) of international students has changed after coming to Hungary and what environmental factors would bring about changes in entrepreneurial intention before (EI-before) and after (EI-after) coming to Hungary. Here, the environmental factors tested include multiple network construction (MNC), overseas entrepreneurial perception (OEP) and multicultural cognition (MC). Additionally, an Exploratory Factor Analysis, Paired Samples t-Test and Hierarchical Multiple Regression Analysis were conducted to process data. The output reveals that after coming to study in Hungary, the entrepreneurial intention (EI-after) of international students has indeed been improved, whilst OEP and MC make a significant impact on the entrepreneurial intention to a similar degree under the control of demographic variables and EI-before.

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This study offers valuable insights for educational institutions by comparing the entrepreneurial intentions (EI) of international and local students in Hungary and analyzing the impact of entrepreneurial self-efficacy on their EI. A quantitative empirical approach was conducted to collect a total of 824 copies of electronic questionnaires from five universities in Hungary, which included valid responses from 345 international students and 309 local students. The data were analyzed using exploratory factor analysis, independent samples t tests, and hierarchical multiple regression analysis. In this study, entrepreneurial self-efficacy was examined through four components: operation and management capacity (OMC), relationship coordination capacity (RCC), risk tolerance capacity (RTC), and innovation and opportunity identification capacity (IOIC). The findings indicated no significant differences between entrepreneurial intentions of international and local students in Hungary. However, OMC and RTC were found to significantly influence the entrepreneurial intentions of both international and local students. In contrast, RCC did not show any significant impact on either group, while IOIC significantly affected only the entrepreneurial intentions of international students. To address these findings, universities should implement tailored workshops that focus on communication, teamwork, and networking to help bridge the gap between international and local students, as well as promote the generation of creative thinking and entrepreneurial engagement. The findings of this study have practical implications for improving the policy and practice of entrepreneurship education.

As library publishers and open education programs grow, it is imperative that we integrate practices in our workflows that prioritize and include end users. Although there is information available on best practices for user testing and accessibility compliance, more can be done to give insight into the library publishing context. This study examines the user and accessibility testing workflow during the modification of an existing open textbook using Pressbooks at Texas Tech University.