Cover Hungarian Educational Research Journal
Hungarian Educational Research Journal
Open Access

HERJ Hungarian Educational Research Journal is an Open Access academic journal focusing on contemporary ideas and themes in educational research. Its mission is to provide a forum for emerging researchers as well as established scholars to exchanging their research results, views and opinions on education, educational policy and research. Working for this mission, HERJ advocates a world-wide comparative approach.
HERJ publishes thematic issues and book reviews four times a year (March, June, October, December). It welcomes proposals for new thematic issues as well as high quality theoretical and empirical studies. All papers submitted for publication will be subject to rigorous blind peer-review.
Content published before 2019 is available on the website of HERJ’s previous publisher, Debrecen University Press (DUPress).

 

Catalysing pedagogical change in the university ecosystem: Exploring ‘big ideas’ that drive faculty development
Helga Dornerhttps://orcid.org/0000-0002-9648-9992 and Katarina Mårtensson
DOI:
https://doi.org/10.1556/063.2021.00089
Pages:
225–229
Open access
Faculty development in the context of a research-intensive university
Johan Geertsemahttps://orcid.org/0000-0001-6540-408X
DOI:
https://doi.org/10.1556/063.2021.00073
Pages:
230–245
Open access
Career Path and Family Life
Peshawa Jalal Mohammedhttps://orcid.org/0000-0002-1510-1766
DOI:
https://doi.org/10.1556/063.2021.00066
Open access
Becoming a teacher in higher education: Creating an academic development program to catalyse doctoral students' professionalization
Gorana Misichttps://orcid.org/0000-0001-9389-9534, Margaryta Rymarenkohttps://orcid.org/0000-0001-7494-9321, and Helga Dornerhttps://orcid.org/0000-0002-9648-9992
DOI:
https://doi.org/10.1556/063.2021.00068
Pages:
246–253
Open access
A typology for catalyzing pedagogical change: Fostering multiple pathways through SoTL
Deandra Littlehttps://orcid.org/0000-0003-2680-6726 and Jessie L. Moorehttps://orcid.org/0000-0001-8342-9862
DOI:
https://doi.org/10.1556/063.2021.00070
Pages:
262–273
Open access
When the work of academic developers branches out: Considering trade-offs as an inherent part of practice
Lise Toft Henriksenhttps://orcid.org/0000-0002-7010-2948 and Lea Stær Eskesenhttps://orcid.org/0000-0003-2534-2448
DOI:
https://doi.org/10.1556/063.2021.00071
Pages:
274–282
Open access
How to operationalise holistic academic development – The case of a Danish center for teaching and learning
Rie Troelsenhttps://orcid.org/0000-0001-6993-9858
DOI:
https://doi.org/10.1556/063.2021.00069
Pages:
254–261
Open access
Digital technologies and change in education: The arena framework
Beata Danhttps://orcid.org/0000-0002-3171-0481
DOI:
https://doi.org/10.1556/063.2021.00067
Pages:
341–343
Open access
From the bureaucratic model to the bureaucratic model The post-socialist development of the Hungarian higher education
István Polónyihttps://orcid.org/0000-0002-6683-7888 and Tamás Kozmahttps://orcid.org/0000-0002-6971-8104
DOI:
https://doi.org/10.1556/063.2021.00064
Open access
Erratum: Japanese students' perceptions of the role that shadow education plays in competition in education
Márta Fülöp and János Gordon Győrihttps://orcid.org/0000-0002-3894-7959
DOI:
https://doi.org/10.1556/063.2021.11111
Pages:
166–167
Open access
Learning from each other: Expanding and deepening international research on shadow education
János Gordon Győrihttps://orcid.org/0000-0002-3894-7959 and Mark Brayhttps://orcid.org/0000-0002-5886-1570
DOI:
https://doi.org/10.1556/063.2021.00060
Pages:
79–88
Open access
Japanese students' perceptions of the role that shadow education plays in competition in education
Márta Fülöphttps://orcid.org/0000-0002-5020-041X and János Gordon Győrihttps://orcid.org/0000-0002-3894-7959
DOI:
https://doi.org/10.1556/063.2021.00059
Pages:
143–165
Open access
The Digital Academic - Critical Perspectives on Digital Technologies in Higher Education
Balázs Zsigmond Horváthhttps://orcid.org/0000-0001-9980-7688
DOI:
https://doi.org/10.1556/063.2021.00063
Pages:
338–340
Open access
The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan
Anas Hajarhttps://orcid.org/0000-0001-7513-9689 and Saule Abenova
DOI:
https://doi.org/10.1556/063.2021.00001
Pages:
124–142
Open access
The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019
Larry R. Suterhttps://orcid.org/0000-0003-0384-261X and János Gordon Győrihttps://orcid.org/0000-0002-9715-0771
DOI:
https://doi.org/10.1556/063.2021.00002
Pages:
311–335
Open access
The evolution of shadow education in China: From emergence to capitalisation
Siyuan Fenghttps://orcid.org/0000-0001-7156-0206
DOI:
https://doi.org/10.1556/063.2020.00032
Pages:
89–100
Open access
Student dropout from universities in Europe: A review of empirical literature
Barbara M. Kehm, Malene Rode Larsen, and Hanna Bjørnøy Sommersel
DOI:
https://doi.org/10.1556/063.9.2019.1.18
Pages:
147–164
Open access
The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan
Anas Hajarhttps://orcid.org/0000-0001-7513-9689 and Saule Abenova
DOI:
https://doi.org/10.1556/063.2021.00001
Pages:
124–142
Open access
European experience of multilingualism and the development of multilingual education in Kazakhstan
Bakhyt Aubakirova, Kinga M. Mandel, and Balazs Benkei-Kovacs
DOI:
https://doi.org/10.1556/063.9.2019.4.56
Pages:
689–707
Open access
Teacher burnout in the light of workplace, organizational, and social factors
Eva Szabo and Balazs Jagodics
DOI:
https://doi.org/10.1556/063.9.2019.3.44
Pages:
539–559
Open access
Catalysing pedagogical change in the university ecosystem: Exploring ‘big ideas’ that drive faculty development
Helga Dornerhttps://orcid.org/0000-0002-9648-9992 and Katarina Mårtensson
DOI:
https://doi.org/10.1556/063.2021.00089
Pages:
225–229
Open access
Learning from each other: Expanding and deepening international research on shadow education
János Gordon Győrihttps://orcid.org/0000-0002-3894-7959 and Mark Brayhttps://orcid.org/0000-0002-5886-1570
DOI:
https://doi.org/10.1556/063.2021.00060
Pages:
79–88
Open access
A Nordic model in policy and practice? The case of immigrants and refugees in rural schools in Iceland and Sweden
Anna Katarzyna Wozniczka and Per-Åke Rosvall
DOI:
https://doi.org/10.1556/063.9.2019.3.37
Pages:
388–413
Open access
Chinese migrant parents' educational involvement: Shadow education for left-behind children
Baiwen Penghttps://orcid.org/0000-0002-2898-8634
DOI:
https://doi.org/10.1556/063.2020.00030
Pages:
101–123
Open access
Japanese students' perceptions of the role that shadow education plays in competition in education
Márta Fülöphttps://orcid.org/0000-0002-5020-041X and János Gordon Győrihttps://orcid.org/0000-0002-3894-7959
DOI:
https://doi.org/10.1556/063.2021.00059
Pages:
143–165
Open access
Student dropout from universities in Europe: A review of empirical literature
Barbara M. Kehm, Malene Rode Larsen, and Hanna Bjørnøy Sommersel
DOI:
https://doi.org/10.1556/063.9.2019.1.18
Pages:
147–164
Open access
Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel
Dafna Gan, Avid Gal, Réka Könczey, and Attila Varga
DOI:
https://doi.org/10.1556/063.9.2019.4.53
Pages:
628–653
Open access
The Austrian ECOLOG-schools programme: History, structure, lessons learned, and impact of a network
Franz Rauch and Günther Pfaffenwimmer
DOI:
https://doi.org/10.1556/063.9.2019.4.51
Pages:
589–606
Open access
Civic engagement and the resources of persistent students and the reasons of dropout in higher education
Gabriella Pusztai, Klara Kovacs, Valeria Markos, Zsuzsanna Demeter-Karaszi, and Enikő Maior
DOI:
https://doi.org/10.1556/063.9.2019.1.24
Pages:
270–287
Open access
Music teaching in regular class and extracurricular music activities in Croatia: State and perspectives
Sabina Vidulinhttps://orcid.org/0000-0003-4840-9174
DOI:
https://doi.org/10.1556/063.2020.00015
Pages:
143–154
Open access
Teacher burnout in the light of workplace, organizational, and social factors
Eva Szabo and Balazs Jagodics
DOI:
https://doi.org/10.1556/063.9.2019.3.44
Pages:
539–559
Open access
A case study of a Green Flag-certified preschool in Sweden
Farhana Borg
DOI:
https://doi.org/10.1556/063.9.2019.4.52
Pages:
607–627
Open access
Developing and examining a virtual learning environment
Zsolt Kristóf and Kitti Tóth
DOI:
https://doi.org/10.1556/063.9.2019.3.42
Pages:
511–526
Open access
Small teaching online: Applying learning science in online classes
Edina Kovacshttps://orcid.org/0000-0001-8567-8467
DOI:
https://doi.org/10.1556/063.2020.00039
Pages:
419–422
Open access
A Nordic model in policy and practice? The case of immigrants and refugees in rural schools in Iceland and Sweden
Anna Katarzyna Wozniczka and Per-Åke Rosvall
DOI:
https://doi.org/10.1556/063.9.2019.3.37
Pages:
388–413
Open access
Open Access with NO author fee
The author instruction is available in PDF. Please download the file from HERE. 
 
The Submissions template is available in MS Word.
Please, download the file from HERE. 
Please, download the file from HERE (For book reviews).

 

 

Senior Editors

Founding Editor: Tamás Kozma (Debrecen University)

Editor-in-Chief: Anikó Fehérvári (ELTE Eötvös Loránd University)

Assistant Editor: Eszter Bükki (ELTE Eötvös Loránd University)

Associate editors: 
Karolina Eszter Kovács (Debrecen University)
Valéria Markos (Debrecen University)
Zsolt Kristóf (Debrecen University)

 

Editorial Board

  • Tamas Bereczkei (University of Pécs)
  • Mark Bray (University of Hong Kong)
  • John Brennan (London School of Economics)
  • Carmel Cefai (University of Malta)
  • Laszlo Csernoch (University of Debrecen)
  • Katalin R Forray (HERA Hungarian Educational Research Association)
  • Zsolt Demetrovics (Eotvos Lorand University, Budapest)
  • Csaba Jancsak (University of Szeged)
  • Gabor Halasz (Eotvos Lorand University, Budapest)
  • Stephen Heyneman (Vanderbilt University, Nashville)
  • Katalin Keri (University of Pecs)
  • Marek Kwiek (Poznan University)
  • Joanna Madalinska-Michalak (University of Warszawa)
  • John Morgan (Cardiff University)
  • Roberto Moscati (University of Milan-Bicocca)
  • Guy Neave (Twente University, Enschede)
  • Andrea Ohidy (University of Freiburg)
  • Bela Pukanszky (University of Szeged)
  • Gabriella Pusztai (University of Debrecen)
  • Peter Toth (HERA Hungarian Educational Research Association)
  • Juergen Schriewer (Humboldt University, Berlin)
  • Ulrich Teichler (University of Kassel)
  • Voldemar Tomusk (Estonian Academy of Sciences, Tallin)
  • Horst Weishaupt (DIPF German Institute for International Educational Research, Frankfurt a.M)
  • Pavel Zgaga (University of Ljubljana)

 

Address of editorial office

Dr. Anikó Fehérvári
Institute of Education, ELTE Eötvös Loránd University
Address: 23-27. Kazinczy út 1075 Budapest, Hungary
E-mail: herj@ppk.elte.hu

2020  
CrossRef Documents 36
WoS Cites 10
Wos H-index 3
Days from submission to acceptance 127
Days from acceptance to publication 142
Acceptance Rate 53%

2019  
WoS
Cites		 22
CrossRef
Documents		 48

 

Hungarian Educational Research Journal
Publication Model Gold Open Access
Submission Fee none
Article Processing Charge none
Regional discounts on country of the funding agency  
Further Discounts Gold Open Access
Subscription Information Gold Open Access
Purchase per Title  

Hungarian Educational Research Journal
Language English
Size B5
Year of
Foundation		 2011
Publication
Programme		 2021 Volume 11
Volumes
per Year		 1
Issues
per Year		 4
Founder Magyar Nevelés- és Oktatáskutatók Egyesülete – Hungarian Educational Research Association
Founder's
Address		 H-4010 Debrecen, Hungary Pf 17
Publisher Akadémiai Kiadó
Publisher's
Address		 H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher		 Chief Executive Officer, Akadémiai Kiadó
ISSN 2064-2199 (Online)