Authors:
Gábor Király Felsőoktatás Jövője Kiválósági Központ, Budapesti Gazdasági Egyetem 1055 Budapest, Markó u. 29–31.

Search for other papers by Gábor Király in
Current site
Google Scholar
PubMed
Close
and
Zsuzsanna Géring Felsőoktatás Jövője Kiválósági Központ, Budapesti Gazdasági Egyetem 1055 Budapest, Markó u. 29–31.

Search for other papers by Zsuzsanna Géring in
Current site
Google Scholar
PubMed
Close
Open access

Absztrakt:

A felsőoktatási intézményeknek mind hazai, mind nemzetközi téren sok különböző érintetti csoport igényeinek kell megfelelniük. Ezek a különböző elvárások más-más társadalmi szerephez és felelősséghez kapcsolódnak. Írásunkban három ilyen kihívást emelünk ki, és mutatjuk be a rájuk adott domináns válaszokat. Egyrészt röviden bemutatjuk a vállalkozó egyetem koncepcióját, mint a gazdasági érték képzésének motorját. Másrészt a foglalkoztathatóság – egyéni értékteremtés – kérdéskörével kapcsolatban tárgyaljuk a képzéshez és fejlesztéshez kötődő kihívásokat és az ezekre adott válaszokat. Harmadrészt a társadalmi értékteremtés témáját érintve bemutatjuk a bevonással kapcsolatos törekvéseket, ezen belül is a nyitott tudomány megközelítését. Mindezek felvetik a kérdést, hogy milyen intézményi keret lenne a legalkalmasabb ilyen sokszínű célrendszer kezelésére. Véleményünk szerint – és különösen a hazai felsőoktatási intézmények számára – nemcsak a homogenitás, azaz a meglévő példák és formák átvétele és követése lehet a járható út, hanem a heterogenitásban rejlő lehetőségek kiaknázása, azaz a sajátosságok megkeresése, valamint az egyedi, a lokális környezetbe illeszkedő, de nemzetközileg is életképes modellek kialakítása.

  • 1

    Amsler, S. & Facer, K. (2017) Contesting Anticipatory Regimes in Education: Exploring Alternative Educational Orientations to the Future. Futures, Vol. 94. pp. 6–14. https://doi.org/10.1016/j.futures.2017.01.001.

  • 2

    Andeßner, R. & Greiling, D. (2017) University Funding in a Globalized World: A Step Back to the Roots? In: R. Andeßner, D. Greiling & R. Vogel (eds) Public Sector Management in a Globalized World. Wiesbaden, Springer Gabler. pp. 15–37.

  • 3

    Aoun, J. E. (2017) Robot-Proof. Higher Education in the Age of Artificial Intelligence. Cambridge (MA), MIT Press.

  • 4

    Arum, R. & Roksa, J. (2011) Academically Adrift: Limited Learning on College Campuses. Chicago, University of Chicago Press.

  • 5

    Barnett, R. (2012) Learning for an Unknown Future. Higher Education Research & Development, Vol. 31. No. 1. pp. 65–77. https://doi.org/10.1080/07294360.2012.642841.

  • 6

    Bazsa Gy. (2017) Beszélgessünk a felsőoktatásról. Valóság, Vol. 60. No. 10. pp. 51–71.

  • 7

    Caplan, B. (2018) The Case Against Education: Why the Education System Is a Waste of Time and Money. Princeton (NJ), Princeton University Press.

  • 8

    Catlin-Groves, C. L. (2012) The Citizen Science Landscape: From Volunteers to Citizen Sensors and Beyond. International Journal of Zoology. http://dx.doi.org/10.1155/2012/349630.

  • 9

    Clark, B. R. (1998) The Entrepreneurial University: Demand and Response. Tertiary Education and Management, Vol. 4. No. 1. pp. 5–16. https://doi.org/10.1007/BF02679392

  • 10

    Cribb, J. & Sari, T. (2010) Open Science: Sharing Knowledge in the Global Century. Collingwood, Csiro Publishing.

  • 11

    Davidson, C. N. (2017) The New Education: How to Revolutionize the University to Prepare Students for a World in Flux. New York, Hachette.

  • 12

    Decuypere, M., Simons, M. & Masschelein, J. (2011) ‘Perform, Measure Accurately, Optimise’: On the Constitution of (Evidence‐based) Education Policy. International Studies in Sociology of Education, Vol. 21. No. 2. pp. 115–135. https://doi.org/10.1080/09620214.2011.575101.

  • 13

    Docherty, T. (2011) For the University: Democracy and the Future of the Institution. New York – London, Bloomsbury.

  • 14

    Etzkowitz, H. (1988) The Making of an Entrepreneurial University: The Traffic among MIT, Industry, and the Military, 1860–1960. In: E. Mendelsohn, M. R. Smith & P. Weingart (eds) Science, Technology and the Military. Dordrecht, Springer. pp. 515–540.

  • 15

    Etzkowitz, H., Webster, A., Gebhardt, C. & Terra, B. R. C. (2000) The Future of the University and the University of the Future: Evolution of Ivory Tower to Entrepreneurial Paradigm. Research Policy, Vol. 29. No. 2. pp. 313–330. DOI: 10.1016/S0048-7333(99)00069-4.

  • 16

    Fecher, B. & Friesike, S. (2014) Open Science: One Term, Five Schools of Thought. In: S. Bartling & S. Friesike (eds) Opening Science. Cham, Springer. pp. 17–47.

  • 17

    Fini, R., Fu, K., Mathisen, M. T., Rasmussen, E. & Wright, M. (2017) Institutional Determinants of University Spin-off Quantity and Quality: A Longitudinal, Multilevel, Cross-country Study. Small Business Economics, Vol. 48. No. 2. pp. 361–391. https://doi.org/10.1007/s11187-016-9779-9.

  • 18

    Fuller, T., Warren, L., Thelwall, S., Alamdar, F. & Rae, D. (2010) Rethinking Business Models As Value Creating Systems. Leonardo, Vol. 43. No. 1. pp. 96–97. https://doi.org/10.1162/leon.2010.43.1.96

  • 19

    Gee, J. P. (2013) The Anti-education Era: Creating Smarter Students through Digital Learning. New York, Palgrave–MacMillan.

  • 20

    Géring, Z., Király, G., Csillag, S., Kováts, G., Köves, A. & Gáspár, T. (2018) Vision(s) of the University. Applying Participatory Backcasting to Study the Future of Higher Education. Journal of Futures Studies, Vol. 22. No. 4. pp. 61–82. https://doi.org/10.6531/JFS.201806.22(4).0005.

  • 21

    Göransson, B., Maharajh, R. & Schmoch, U. (2009) New Activities of Universities in Transfer and Extension: Multiple Requirements and Manifold Solutions. Science and Public Policy, Vol. 36. No. 2. pp. 157–164. https://doi.org/10.3152/030234209X406863.

  • 22

    Guerrero, M., Urbano, D., Fayolle, A., Klofsten, M. & Mian, S. (2016) Entrepreneurial Universities: Emerging Models in the New Social and Economic Landscape. Small Business Economics, Vol. 47. No. 3. pp. 551–563. https://doi.org/10.1007/s11187-016-9755-4.

  • 23

    Gumport, P. J. (2000) Academic Restructuring: Organizational Change and Institutional Imperatives. Higher Education, Vol. 39. No. 1. pp. 67–91. https://doi.org/10.1023/A:1003859026301

  • 24

    Hammershøj, L. H. (2019) The Perfect Storm Scenario for the University: Diagnosing Converging Tendencies in Higher Education. Futures, Vol. 111. No. 3. pp. 159–167. https://doi.org/10.1016/j.futures.2018.06.001.

  • 25

    Ibarra-Colado, E. (2007) Future University in Present Times: Autonomy, Governance and the Entrepreneurial University. Management Revue, Vol. 18. No. 2. pp. 117–137. https://doi.org/10.5771/0935-9915-2007-2-117.

  • 26

    Jeffries, P. R. & Andrews, D. W. (2014) University Teaching 101. Coursera Online Course. https://www.coursera.org/course/univteaching101. [Letöltve 2014. 03. 22.]

  • 27

    Király G. (2019) A vállalkozó egyetem fogalmi tere. Elméleti keretek és gyakorlati kérdések. Közgazdasági Szemle, Vol. 67. No. 11. pp. 1187–1209. https://doi.org/10.18414/KSZ.2019.11.1187.

  • 28

    Király, G. & Géring, Zs. (2019) Introduction to ‘Futures of Higher Education’ Special Issue. Futures, Vol. 111. No. 3. pp. 123–129. https://doi.org/10.1016/j.futures.2019.03.004.

  • 29

    Kosslyn, S. M., Nelson, B. & Kerrey, B. (2017) Building the Intentional University: Minerva and the Future of Higher Education. Cambridge (MA), MIT Press.

  • 30

    Kováts G. (2011) Menedzserizmus-kritika az angol felsőoktatásban. Educatio, Vol. 20. No. 4. pp. 482–497.

  • 31

    Krueger, N. (2015) Thematic Paper on Entrepreneurial Education in Practice. Part 1: The Entrepreneurial Mindset. Paris, OECD-EC.

  • 32

    Lackéus, M. (2015) Entrepreneurship in Education: What, Why, When, How. Background Paper. Paris, OECD-EC.

  • 33

    Laredo, P. (2007) Revisiting the Third Mission of Universities: Toward a Renewed Categorization of University Activities? Higher Education Policy, Vol. 20. No. 4. pp. 441–456. https://doi.org/10.1057/palgrave.hep.8300169.

  • 34

    Leydesdorff, L. & Etzkowitz, H. (1996) Emergence of a Triple Helix of University—Industry—Government Relations. Science and Public Policy, Vol. 23. No. 5. pp. 279–286. https://doi.org/10.1093/spp/23.5.279.

  • 35

    Loi, M. & Di Guardo, M. C. (2015) The Third Mission of Universities: An Investigation of the Espoused Values. Science and Public Policy, Vol. 42. No. 6. pp. 855–870. https://doi.org/10.1093/scipol/scv012.

  • 36

    Marginson, S. (2014) University Research: The Social Contribution of University Research. In: J. C. Shin & U. Teichler (eds) The Future of the Post-massified University at the Crossroads. Heidelberg, Springer. pp. 101–117.

  • 37

    Masschelein, J. & Simons, M. (2015) Education in Times of Fast Learning: The Future of the School. Ethics and Education, Vol. 10. No. 1. pp. 84–95. https://doi.org/10.1080/17449642.2014.998027.

  • 38

    Morphew, C. C. & Huisman, J. (2002) Using Institutional Theory to Reframe Research on Academic Drift. Higher Education in Europe, Vol. 27. No. 4. pp. 491–506. https://doi.org/10.1080/0379772022000071977.

  • 39

    Mtshali, M. N. G. & Sooryamoorthy, R. (2019) A Research-inducing Environment at a University of Technology in South Africa: Challenges and Future Prospects. Futures, Vol. 111. No. 3. pp. 194–204. https://doi.org/10.1016/j.futures.2018.06.017.

  • 40

    Ormrod, J. E. (2017) How We Think and Learn: Theoretical Perspectives and Practical Implications. Cambridge, Cambridge University Press.

  • 41

    Pinheiro, R., Langa, P. V. & Pausits, A. (2015a) The Institutionalization of Universities’ Third Mission: Introduction to the Special Issue. European Journal of Higher Education, Vol. 5. No. 3. pp. 227–232. https://doi.org/10.1080/21568235.2015.1044551.

  • 42

    Pinheiro, R., Langa, P. V. & Pausits, A. (2015b) One and Two Equals Three? The Third Mission of Higher Education Institutions. European Journal of Higher Education, Vol. 5. No. 3. pp. 233–249. https://doi.org/10.1080/21568235.2015.1044552.

  • 43

    Pinheiro, R. & Stensaker, B. (2014) Designing the Entrepreneurial University: The Interpretation of a Global Idea. Public Organization Review, Vol. 14. No. 4. pp. 497–516. https://doi.org/10.1007/s11115-013-0241-z.

  • 44

    Scharmer, C. O. & Käufer, K. (2000) Universities as the Birthplace for the Entrepreneuring Human Being. Reflections: The SoL Journal on Knowledge, Learning and Change, 2000/1–19.

  • 45

    Schüll, E. (2019) Current Trends and Future Challenges of the Austrian Universities of Applied Sciences. Futures, Vol. 111. No. 3. pp. 130–147. https://doi.org/10.1016/j.futures.2018.06.015.

  • 46

    Selingo, J. J. (2016) There Is Life after College: What Parents and Students Should Know about Navigating School to Prepare for the Jobs of Tomorrow. New York, HarperCollins.

  • 47

    Selingo, J. (2018) The Future of Work and What It Means for Higher Education. http://quantitative.emory.edu/documents/news-articles/article-Future-of-Work-Part-I.pdf [Letöltve: 2018. 11. 06.]

  • 48

    Shin, J. C. (2014a) The University as an Institution of Higher Learning: Evolution or Devolution? In: J. C. Shin & U. Teichler (eds) The Future of the Post-massified University at the Crossroads. Heidelberg, Springer. pp. 13–27.

  • 49

    Shin, J. C. (2014b) University Teaching: Redesigning the University as an Institution of Teaching. In: J. C. Shin & U. Teichler (eds) The Future of the Post-massified University at the Crossroads. Heidelberg, Springer. pp. 85–100.

  • 50

    Shin, J. C. & Kim, Y. (2014) Economic Crises and the Post-massification of Higher Education. In: J. C. Shin & U. Teichler (eds) The Future of the Post-massified University at the Crossroads. Heidelberg, Springer. pp. 45–57.

  • 51

    Shore, C. (2010) Beyond the Multiversity: Neoliberalism and the Rise of the Schizophrenic University. Social Anthropology, Vol. 18. No. 1. pp. 5–29. https://doi.org/10.1111/j.1469-8676.2009.00094.x.

  • 52

    Shumar, W. & Robinson, S. (2018) Universities as Societal Drivers: Entrepreneurial Interventions for a Better Future. In: S. Bengtsen & R. Barnett (eds) The Thinking University. Debating Higher Education: Philosophical Perspectives, Vol 1. Cham, Springer. pp. 31–45.

  • 53

    Simons, M. & Masschelein, J. (2009) The Public and Its University: Beyond Learning for Civic Employability? European Educational Research Journal, Vol. 8. No. 2. pp. 204–217. https://doi.org/10.2304/eerj.2009.8.2.204.

  • 54

    Slaughter, S. & Rhoades, G. (2004) Academic Capitalism and the New Economy: Markets, State, and Higher Education. Baltimore, Johns Hopkins University Press.

  • 55

    Wright, E. O. (2011) Real Utopias. Contexts, Vol. 10. No. 2. pp. 36–42. https://doi.org/10.1177/1536504211408884.

  • Collapse
  • Expand

 

The author instruction is available in PDF.
Please, download the file from HERE.

 

Hegedűs Roland (Eszterházy Károly Katolikus Egyetem, Eger)Senior editors

Editor-in-Chief: Anikó Fehérvári

Editorial Board

  • Iván Bajomi (Eötvös Loránd Tudományegyetem)
  • Zsuzsanna Hanna Biró (Wesley János Lelkészképző Főiskola)
  • Anikó Fehérvári (Eötvös Loránd Tudományegyetem)
  • Katalin Forray R. (Pécsi Tudományegyetem)
  • Roland Hegedűs (Eszterházy Károly Katolikus Egyetem, Eger)
  • Ildikó Hrubos (Budapesti Corvinus Egyetem)
  • Zoltán Györgyi (Debreceni Egyetem)
  • Tamás Kozma (Debreceni Egyetem)
  • Gergely Kováts (Budapesti Corvinus Egyetem)
  • Péter Lukács (Wesley János Lelkészképző Főiskola)
  • Péter Tibor Nagy (Wesley János Lelkészképző Főiskola)
  • István Polónyi (Debreceni Egyetem)
  • Géza Sáska (Eötvös Loránd Tudományegyetem)
  • Marianna Szemerszki (Oktatási Hivatal)
  • Krisztián Széll (Eötvös Loránd Tudományegyetem)
  • Gábor Tomasz (Oktatási Hivatal)
  • Zsuzsanna Veroszta (KSH Népességtudományi Kutatóintézet)

Institute: ELTE Neveléstudományi Intézet
Address: Kazinczy u. 23-27. H-1075 Budapest, Hungary
Phone: (06-1) 461-4500
Fax: (06-1) 461-4528

2021  
CrossRef Documents 54
Crossref Cites to Date 110
Crossref H-index 3
Days from submission to acceptance 77
Days from acceptance to publication 115
Acceptance Rate 80%

2020  
CrossRef Documents 29
CrossRef
Cites
3
CrossRef H-index 2

2019  
WoS
Cites
34
CrossRef
Documents
73

 

Educatio
Publication Model Gold Open Access
Submission Fee none
Article Processing Charge none
Subscription Information Gold Open Access

Educatio
Language Hungarian
Size B5
Year of
Foundation
1991
Publication
Programme
2020 Volume 29
Volumes
per Year
1
Issues
per Year
4
Founder Eötvös Loránd Tudományegyetem
Founder's
Address
H-1053 Budapest, Hungary Egyetem tér 1-3.
Publisher Akadémiai Kiadó
Publisher's
Address
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher
Chief Executive Officer, Akadémiai Kiadó
ISSN 1216-3384 (Print)
ISSN 1419-8827 (Online)

Monthly Content Usage

Abstract Views Full Text Views PDF Downloads
Nov 2023 0 23 8
Dec 2023 0 64 13
Jan 2024 0 55 28
Feb 2024 0 27 5
Mar 2024 0 19 9
Apr 2024 0 31 3
May 2024 0 0 0