The members of the Faculty of Business and Economics accept the system of beliefs of the 4És of the University of Pannonia, according to which a balanced education and reseach develop individuals with four distinctive attributes: Érdek (interest in relevant issues), Érték (a system of values), Érzelem (emotions that provide motivations), and Értelem (capacity to make sense). The capacity to make sense enables individuals to make new discoveries based on their acquired knowledge. Sense making also enables the development of skills to apply the acquired knowledge. The individuals’ value systems define the emotions which result in the motivation to apply the acquired knowledge. This document articulates and affirms the core beliefs and values of the Faculty.
We define beliefs as expressions of concepts that we consider to be true and self-evident and values as expressions of desirable behavioural norms.
Faculty governance is essential to continuous improvement.
We believe that through active governance, the faculty and staff members become owners of the responsibility for the advancement of the Faculty.
The faculty members serve as role models for the professional acculturation of students to the ethos and paradigm systems of practice.
We believe that faculty and student interactions, both within and outside the classroom, are crucial to the development of students as professionals. These interactions offer learning opportunities beyond the conventional instruction of knowledge and skills in the classroom.
The purpose of education is to develop good, decent and competent individuals who are broadly literate thinking citizens.
We believe in educating students who respect the rights and dignity of individuals, are ethical, and are able and willing to take responsibility for the future health of the society in which we live.
The Faculty should endeavour to exceed customer expectations.
Those served by the Faculty of Business and Economics must be satisfied that they have received even more than they expected. This requires that the Faculty’s Vision and Mission be shared. Meaningless promises of “excellence” where excellence is not defined can destroy credibility.
Embracing diversity encourages interaction and facilitates the management of differences among people.
We believe exposure to and understanding of diversity enhances the educational processes. Diversity involves the interactions of people with different social identities such those based on race, ethnicity, economic status, nationality, culture, gender, physical abilities, age, life experience, religion and philosophy. We believe that increasing the diversity of our student body, faculty and staff is important to fulfilling our mission.
Free exchange of ideas
Open and free exchange of ideas creates opportunities for innovations in knowledge creation, teaching, research and learning across different disciplines and research.
Nurturing of all members of the learning community
We promote and celebrate value creation, quality improvement, and innovative endeavours of our faculty and staff members, and the achievements of our students, from their joining our learning community to their achievement of their goals.
Multiculturalism and diversity
We value developing awareness of different cultures, views, and norms and encouraging behaviours consistent with these values.
Collaboration, teamwork and the promotion of individual strengths
We value the diversity of talents and abilities of individual faculty and students. We also recognize that cooperation increases value. We encourage the faculty to engage students as partners in scholarly activity.
Engagement with the local, national, and international communities
We value positive relationships with external community partners such as regional businesses, commercial agencies, advisory committees, professional and academic associations. We also value student and faculty interaction with external groups, students’ internships, and student and faculty members’ study abroad.
Consistent assessment of key processes
We engage in a systematic process of assessment and evaluation to continuously improve, and report to our stakeholders, including on curriculum development and delivery, student learning, and the value of the Faculty’s various services.