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The purpose of this paper is to ask how the EFQM Excellence Model and organizations' self‐assessment practice could contribute to the managerial and quantification efforts of intellectual capital (IC) and how indicators and measures applied during self‐assessment can be connected to well‐known intellectual capital measuring models such as Sveiby's Intangible Asset Monitor.

The method applied highlights the potentials in the EFQM Excellence Model's criteria system to measure specific IC elements by studying the self‐assessment practice of 31 Hungarian National Quality Award (NQA) winners.

The EFQM Excellence Model is a suitable approach for characterizing the management and measurement of human, customer and structural capital within the organization.

Corporations following regular self‐assessment practice have the ability to measure most of their intangibles, at least those which serve the traceability of strategic purposes and internal measuring objectives. IC measurement can be regarded as part of organizational excellence.

The criteria system of the EFQM Model makes synergic effects between single IC elements visible. Due to regular and systematic self‐assessments those IC elements are highlighted which support the execution of current strategic purposes. These fortify the contribution of IC management to strategy deployment.

The Department of Management and Corporate Economics as the flagship of teaching and researching quality management at the Budapest University of Technology and Economics has conducted an extended survey among students in five different business courses in order to get deeper knowledge about the factors influencing student (dis)satisfaction. The papers aims to discuss this.

Initially students were asked to fill out a course evaluation questionnaire of 11 questions. After processing the questionnaires, problem solving techniques with strong student involvement were applied in order to lay the foundation for long‐term course improvement actions. The main objective was to identify the factors that were given the greatest importance by the students, but where the performance of the course was low in order to reveal the potentials of development.

Improving student satisfaction is a must at all courses as the financial issues of the faculty and the department are strongly affected by students' course ratings. By extending the application of this type of course, evaluation to faculty and university level would be a step forward regarding the development of satisfaction questionnaire in use at this moment.

This kind of questionnaire structure and the validation of the presented dual approach would not only highlight the areas needing to be developed, but also student deliverance could have more aspects.

Companies over the world faced several risks related to the COVID-19 crisis. However, when quoting those risks, it is common to mix up pandemic effects with general consequences of work at home or the use of electronic communication channels. At the same time, a lot of indirect effects of the crisis are not straightforward, and some consequences may only turn evident in the long term. This chapter collects different appearances and implications of the risk caused by the epidemic based on literature review, questionnaires, in-depth interviews, and expert panels with a particular emphasis on the findings from Hungary. The authors conclude that risk effects differ little across countries but rather widely across industries and individuals. The risk map presented clarifies critical connections and offers a structured overview for the first time in the literature. A better understanding of the risk effects may assist managers and regulators when another similar crisis would emerge in the future.

The authors of this chapter focus on the development of comparative education in 10 countries of Eastern and Central Europe. A historical approach is applied to the study of the main characteristics of comparative education. The first part of the chapter is devoted to the origin of comparative education studies in this region from the fifteenth to seventeenth centuries till the end of the nineteenth century. The second part of the chapter examines the process of establishment of comparative education as a science and the appearance of the first lecture courses on comparative education in some countries of this region from the beginning of the twentieth century till the end of World War II. The third part presents the state of comparative education during the years of socialism – from the end of World War II to the fall of the Berlin Wall. The fourth part surveys the modern development of comparative education in Eastern and Central Europe from the beginning of democratic changes in 1989 to the present day. While presenting comparative education in each historical period, the authors first show the most prominent comparativists, then emphasize on comparative education as a university discipline, and finally synthesize the main characteristics of the development of comparative education during the period of view. The chapter concludes with some generalizations on the four periods.

The purpose of this paper is to examine the appropriateness and effectiveness of using the right of private action against perpetrators of market manipulation.

The author examines legislation in the USA, which gives victims the right to pursue private legal action against market manipulators, and discusses the eligibility criteria that plaintiffs have to meet before they are allowed to pursue private proceedings.

In spite of the importance placed on private claims by courts, regulators and legal firms in the USA, research has shown that relying on this type of redress alone, is fraught with difficulties as it may not be appropriate in a modern day economic climate, because the doctrines of the law of tort, such as reliance and causation, are ill‐suited to the impersonal nature of financial market trading. Common law tort has placed obstacles in the way of effective private civil action, making it inconvenient for those wishing to pursue this route to do so.

The study concludes that private action can work as a secondary or tool against market manipulation, but it cannot replace or reduce the power of public enforcement.

The study examines in detail the experience of the USA in using private action as a remedy against perpetrators of market manipulation. It discusses the eligibility criteria that plaintiffs have to meet before they are allowed to pursue private proceedings. It addresses the question of whether other countries such as the UK should use private enforcement against market manipulation.