Polónyi, I. (2012): A hazai felsőoktatás állami finanszírozásának története 1990-2011 (History of Financing of HungarianHigherEducation 1990–2011). In: Temesi, J. (ed.): Felsőoktatásfinanszírozás (Higher Education-Financing). Budapest: Aula Kiadó Kft
Global processes and local dilemmas When taking stock of the processes and results of internationalization in Hungarianhighereducation, it is expedient to look at the internationalization processes taking place at different levels. Besides the
Considerable amounts of time and money are spent on job-training of school leavers graduated from higher-education institutions. More than a half of the employees in our sample participated in job-training between the graduation date (1999) and September 2000. The work in this paper considers two aspects of the problem. First, the relationship between training probability/training length and the initial human capital (proxied by level of education and in-school labour-market experience) is concerned with, and, second, some elements of the training-cost-sharing decision is analysed. There are some signs that university education reduces the probability of training as compared to college education, whereas in-school labour-market experience increases it. University education reduces training length as well. In-school labour-market experience has no effect on the length of job-training. Another important result is that school-leavers holding diplomas with “narrower” types of education are more likely to obtain training, and also to have longer training programmes. This implies a more severe matching problem in the case of “narrower” types of education, possibly due to prohibitive searching costs for finding a good-quality match. Results for the cost-sharing decision are in line with Becker's idea, since the firm is less likely to entirely cover the costs of general training and more likely to finance job-specific training programmes.
Foreign language skills come under the spotlight in higher education (HE) in Hungary. At present, Hungarian HE students are required to pass at least one intermediate level general or professional language exam in order to earn a degree, but from 2020, having an intermediate language exam will be a requirement for admission to HE. Thus, it is important to examine the foreign language-learning attitude of HE students as well as their family background that could affect their attitude. Expansion brought several non-traditional student groups to HE, which used to attract only the most talented upper-class students. However, a number of research studies highlight that motivation, attitude to learning, and the socioeconomic background of the students are influential factors not only in HE but also in foreign language learning. In this study, we present the results of our quantitative analysis performed on the Hungarian subset of the IESA-TESSCEE II. 2014 database developed by CHERD-Hungary. Using cluster analysis, the students could be clustered into four categories. Our results show that students whose parents have a low level of education are mainly motivated by the requirement to pass the necessary language exam to earn a degree. Students with a language certificate are driven by cultural interest to learn a foreign language. Students in Master Degree programs experience the practical benefits of learning a foreign language. Significant correlations between language attitude and the financial status of the family were not detected.
established in 2013 by the Hungarian Government in order to promote Hungarianhighereducation around the world as well as to attract top international students from all continents who could establish personal and professional attachments to Hungary while
The essay surveys Hungarian higher educational reform in a historical perspective Higher education is a special branch of public administration, where investment to human capital is of corollary importance even if the educational, research and fiscal autonomy of the given institutions is fully respected. The author investigates the legal aspects of how government oversight and supervision (as envisaged in the communist model) has been dismantled over the past 25 years in Hungary. There is no doubt: with the development of institutional autonomy, state subsidies decline and higher educational institutions need to make an increasing effort to simultaneously maintain financial stability, meet market demands and reverse the current trend of deterioration regarding the quality of education. It is for this reason that the negotiations between higher educational institutions and the state must remain within the legal frameworks so that government supervision will not transform into total neglection.
International co-authorship is generally thought and often found to have positive effects on the citation rate of scientific
publications. We study the effect quantitatively in the example of four major and four medium Hungarian universities. The
conclusions may be generalized to other countries of similar international status.
In higher education, students are expected to take responsibility for their own learning with little or no help from their teachers. Even though the teacher is a key element in the learning process, there is limited information on higher education students' way of taking charge of their own learning and the agency of the teacher that could influence this process. This paper intends to investigate this gap in the literature by conducting a semi-structured interview study. The interviews were conducted with ten English major students from a Hungarian university. The research was based on two main objectives: (1) to obtain an overview of higher education students' self-regulation (SR); (2) to explore their views on the teacher's influence on their SR process. The data retrieved from the interviews were analyzed using the Templates of Organizing Style (TOS). The results suggest that higher education students use cognitive, metacognitive, and behavioral strategies in order to self-regulate and that there are some personality and professional aspects (e.g., being likable or providing constant, meaningful feedback) of the teacher that can either enhance or hinder students' SR process. The findings also indicate that between these two aspects, the teacher's personality plays a more influential role in students' SR. This can have important implications in the way higher education students' self-regulation is perceived as well as the way teachers prepare for a lesson and behave in a class.
Összefoglaló. A tanulmány a magyarországi állami felsőoktatási
intézmények honlapjain elérhető szervezeti dokumentumokban tartalomelemzés
segítségével keresi az alig két évtizedes múltra visszatekintő egyetemi
társadalmi felelősségvállalás jelenlétét. A fogalom, amely az egyetem modern
szerepeinek értelmezését tágítja, a vállalati társadalmi felelősségvállalás
nyomán tűnt fel, összekapcsolódva a harmadik misszió jelenségével. Emellett az
írás kategóriákat kíván felállítani arra vonatkozólag, hogy az egyetemi
társadalmi felelősségvállalás hogyan jelenik meg és milyen tudatosságot képvisel
az intézmények felelősségvállalásában. A tanulmány mindehhez bemutatja azokat a
kereteket, amelyekben az egyetemi társadalmi felelősségvállalás fogalma
Summary. The study uses the method of content analysis in the
organizational documents available on the institutional websites of Hungarian
higher education to look for the presence of university social responsibility,
which dates back only two decades. The concept emerged in the wake of corporate
social responsibility in connection with the phenomenon of the third mission and
seeks to broaden the interpretation of the modern roles of the university, but
it has hardly been researched in the Hungarian research. Besides, the writing
seeks to establish categories of how university social responsibility manifests
itself and what awareness the institution represents in responsibility. For all
this, the study presents the framework in which the concept of university social
responsibility has been developed.
High Schools in the HungarianHigherEducation System) . Földrajzi Közlemények , 141 ( 4 ): 370 – 385 . Kosztyán , Zs. T. − Orbán-Mihálykó , É. − Mihálykó , Cs. − Csányi , V. V. − Telcs , A. ( 2020 ): Analyzing and Clustering Student