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While it is argued that entrepreneurship provides considerable freedom, it is also underlined that it might have the potential for exclusion and oppression. The study contributes to this debate and aims to investigate how entrepreneurs with disabilities (EWD) ascribe meaning to freedom in a contested terrain informed by entrepreneurial autonomy as well as constraints due to impairments and an ableist social environment.

The study uses a qualitative approach and builds upon the critical concepts of negative, positive and social freedom as a theoretical lens for the in-depth analysis of the twenty-nine semi-structured interviews with EWD in Hungary.

Findings indicate that EWD experiences freedom in ambivalent ways. Engaging in the discourse of entrepreneurship offers a subversive discursive toolkit to debunk the constraints established by ableism, enabling both negative and positive freedom. However, individualism being at the heart of entrepreneurship results in othering and undermines social freedom. Thus, while entrepreneurship offers greater individual freedom in both a negative and a positive sense for people with disabilities (PWD), it nevertheless fails to promote collective social change.

Contributing to the critical disability literature, findings contrast the view that having an impairment only reduces a person's abilities and highlight that it also affects the very nature of liberty. Contributing to critical studies on entrepreneurship, the case of EWD provides empirical evidence for understanding the simultaneous emancipatory and oppressive character of entrepreneurship through the interplay of the subjective experience of freedom related to disability and entrepreneurship.

This study aims to investigate the characteristics of learning environments and the related human resource (HR) practices in two Hungarian information technology (IT) companies. The aim of the contribution is to provide an empirical in-depth analysis of how learning environments are being created and managed in knowledge-intensive small- and medium-sized enterprises.

This study is based on the analysis of two company case studies. Relying on semi-structured interviews, the following research question was formulated: Are knowledge-intensive organisations necessarily accompanied by an expansive learning environment and HR practices consistent with that?

The lessons learned from the two case studies indicate that there is no direct link between knowledge-intensive work and an expansive learning environment. The establishment of a specific type of learning environment is rather connected to the types of knowledge being used in the labour process and the management’s perspective on learning and development. It also implies that companies, instead of representing unified models, may combine various elements of an expansive and restrictive learning environment.

The originality of the findings of this study lies in the interpretative linking of learning environments and HR practices in medium-sized IT companies.

The purpose of this paper is to explore and analyse the barriers entrepreneurs with disabilities (EWD) face when establishing their own enterprises, as well as the supporting factors in starting and running a business.

This is an explorative study. Data were collected using semi-structured interviews with ten Hungarian entrepreneurs with physical disabilities or sight-loss, during the summer of 2018.

The paper classifies the barriers and supporting factors, as personal, economic and social. Based on the perceptions of the entrepreneurs, personal characteristics, identity and various types of family support play an important role in becoming entrepreneurs, but the entrepreneurial ecosystem generally is not favourable in Hungary, and there are no special support programmes focussing on EWD.

Sample size is a serious limitation: the ten entrepreneurs do not represent in any sense the entire EWD community in Hungary, so the patterns found cannot be considered a generally valid picture.

The article contributes to the literature on entrepreneurship and disabilities, especially through the systematic review of the possible barriers and supporting factors and to the existing empirical body of knowledge by shedding light on the barriers and supporting factors in a rarely investigated region, in Central Europe: Hungary.

We believe that the inclusion of people with disabilities (PWDs) in the workplace, the provision of the right of PWDs to decent work involves an exemplary field of social issues that provides a firm foundation for exploring the nature and interplay of (EU and local) policies and also it could be interesting to relate this to the policy changes of Corporate Social Responsibility (CSR).

In our chapter we decided to have a look at these relationships on a national level, but we believe that the points raised reach far beyond the borders of Hungary and Central and Eastern Europe.

First, we provide a short summary of the development of European and Hungarian policies and regulations considering the employment of PWDs and their connection to the development of EU level and Hungarian CSR policies. We identify three phases in both topics and highlight their parallel developmental shift at the beginning of the 2000s. Second, we highlight the very recent governmental policies of CSR and employment/inclusion (especially the rehabilitation contribution). Third, we argue that whilst PWDs as a topic is relevant in the declarations, guidelines and policies of international and national organizations, the rights of PWDs, their inclusion in society and the world of work are neither among the current topics of enterprises’ and corporates’ CSR practices nor in scientific debate.

Based on two case studies, we show some good practices and formalize general learning points, opportunities and the potential risks of employing PWDs as part of CSR activities.

The chapter aims to reflectively discuss a participatory research project concerning the future of higher education in Hungary. This project can be understood as an ongoing methodological experiment which attempts to engage teachers and students, in order to reveal how key stakeholders think about the future of higher education. In line with this, this methodologically oriented chapter shows how different participatory methodologies can be combined in a so-called backcasting framework. This approach starts by describing the present situation, then moves beyond the present conditions so as to identify the cornerstones of an ideal future state. On the one hand, the chapter gives a detailed introduction to how our participatory research process was set up and what particular methodologies we used during this process. On the other hand, it critically reflects on the methodological and ethical challenges involved.