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János Bihari, Assistant lecturer, University of Miskolc

„I think this was an exemplary initiative. It gave the students the opportunity to try out what they had themselves designed and built, while at the same time allowing them the chance to compare their efforts with those of the other competitors. They were able to learn an incredible amount, as well experience the ups and downs of bringing a project to fruition.”

Dr. András Kakucs, University lecturer, The Sapientia Hungarian University of Transylvania

“The initiative was useful for a number of reasons. First it inspired our students into action, allowing them to take part in something that went by and beyond their normal theoretical and practical training, and along the lines of what a development engineer would do. They also got the kind of input into the design and workings of pneumatic systems, that any potential engineer would find extremely useful.”

Dr. Tibor Szabó, Senior university lecturer, Budapest Technical University (BME) Department of Mechatronics, Optics and Information Engineering

„Organizing the pneumobil competition was a great idea! Students need to be presented with more such opportunities, so that those who are not merely interested in the accumulation of credit points and the relevant paper qualifications can go about solving complex engineering problems. It was an introduction into team work and an insight into how team-building works. Although they may in fact have been oblivious as to its importance on this particular occasion, the experience is sure to hold them in good stead when they enter the world of employment. Building machinery embraces the entire engineering spectrum (idea, collecting resources, optimizing the budget, planning, production, testing, delivery).”

Dr. György Juhász, University of Debrecen, Faculty of Engineering

„The competition had numerous positive results going well beyond its originally conceived targets. I would like to make special mention of the teambuilding process that formed an intrinsic part of the construction procedure. As a teacher it proved an ideal opportunity to follow the students’ progress both from a professional point of view and as a way of seeing how they coped working in a team setting. The result was a well-functioning team. The competitive “spirit” took hold of the whole faculty: you could feel a sense of excitement around the place. Those who were interested and eager to help were forever offering their services. There was a sense of pride in the work being done, and in being part of a team, I could go on...”

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