A magyar felsőoktatásból történő lemorzsolódási arány közel 40 százalék, ami
képzési szintek szerint a tudományos képzésben a legmagasabb. Kutatásunkban
megvizsgáltuk a 2010/2011-es és a 2014/2015-ös tanév őszi szemeszterében
beiratkozott PhD-hallgatók lemorzsolódásának mintázatait, és elemeztük azt is,
hogy a felvett kreditek száma, a passzív státusz, a képzési terület, a képző
intézmény és a képzés finanszírozási formája befolyásolja-e a lemorzsolódást.
Elemzésünk alapját a Felsőoktatási Információs Rendszer (FIR) adatai adják.
Eredményeink azt mutatják, hogy akárcsak a többi képzési területnél a PhD-képzés
esetében is az 1. és a 2. szemeszter a legkritikusabb lemorzsolódási
Compared to the trends of the OECD countries, the proportion of graduated higher educational students is low in Hungary, especially in the doctoral education; however, the need for doctoral education has been increased due to the expansion in the past two and half decades. According to the report of the European Committee, the ratio of those having a PhD degree is 0.8 per mille among the 25- to 34-year-old Hungarian population that is not advantageous. As a causal factor, the dropout can be detected. The aim of my investigation is to detect the pattern of the dropout of the doctoral students. Who are those who quit their studies before finishing it? In which field is the ratio of graduation the lowest? I hypothesize that approximately one fifth of the students enrolled for a doctoral course quit their studies during the education. According to the educational fields, the dropout ratio is the lowest in the natural, medical, and agricultural sciences, whereas it is the highest in the arts, human, and social sciences. The basis of the current research is provided by a huge national database entitled Higher Educational Informational System, containing the data of doctoral students enrolled in the autumn semester of the school years 2010/2011 and 2014/2015.
Higher educational dropout is a significant area of education policy in Hungary. First, the proportion of graduated higher educational students is low when compared to the OECD average, which may be caused by dropout from higher educational courses. On the other hand, although the phenomenon of dropout has been closely investigated in several international research papers, the methodology used to determine the dropout ratio is unsatisfactory, mainly due to the lack of expert consensus. As a consequence, we do not have precise data regarding the dropout ratios, which make investigations related to this area even more necessary. The aim of this study was to measure the possible reasons for delayed graduation and dropout, and it was carried out as a qualitative study based on existing theories. In our investigation, the role of the sociocultural background; the years prior to the time spent in higher education; and the motivation of the choice of institution, employment, sports, and social activities were measured through an analysis of seven individual interviews and one focus group conversation involving 10 participants based on a semi-structured interview methodology. The causes of delayed graduation and dropout, which are more difficult to observe, are an inappropriately chosen institution and/or course, employment while studying intensively in a higher education institution, competitive sport and friends with a negative attitude toward learning. Our analysis provides a stable basis for a wider questionnaire-based investigation on a representative sample and its main units have been developed according to the research blocks of the interview analysis.