Hungarian Higher Education Research Articles

Public debate about the model change in Hungarian higher education: The representation of radical changes in university governance in Hungary in politically opposing online newspapers between 2019 and 2021

The Hungarian higher education (HE) system went through a transformation, the so-called “model change” in the last years. During this process, the majority of public HE institutions were transformed into institutions maintained by private foundations. This paper focuses on the media representation of this transformation by analysing all relevant articles about the transformation (169 in total), published between 2019 and 2021 from two of the most active online journals on the topic representing the main opposite political sides (mno.hu and hvg.hu). Our analysis reveals the main actors as well as the arguments for and against the model change. The media representation in the Hungarian context is particularly important because there was not any governmental White Paper about the process. Therefore, Hungarian media served as the primary source of information to the public about the goals (and later the critiques) of the model change. However, the inner structures of the pros and cons expose how the two sides talk at cross-purposes, with minimal reactions to the arguments of the ‘other side’. This resulted in „monologizing” instead of any real dialogue.

Comparison of the Chinese and Hungarian Education Systems

As countries strive to develop competitive, knowledge-based economies, they face the challenges of a rapidly changing global landscape. Understanding the fundamental and different aspects of education systems is of great importance. This paper compares the Chinese and Hungarian higher education systems from the following four main elements: (1) administrative divisions; (2) school systems; (3) educational assessments; (4) challenges in HE. Given that every education system is deeply intertwined with a distinct cultural and social context that shapes its organization and functioning, it is imperative for academics to examine these intricacies when conducting cross-national comparisons carefully. Prior research has exclusively focused on higher education in China and Hungary separately, without comparing the two. Therefore, to understand the factors influencing higher education in Hungary and China, the researcher is prepared to provide valuable insights and more data analysis into the complexities of global education.

Students' willingness to share knowledge in higher education in Hungary

AbstractGiven that knowledge is one of the most important human resource values, the manner of its acquisition, transfer and development within an organisation is crucial. It should come as no surprise that given the link between knowledge acquisition and development in most spheres, several individuals wish to restrict their knowledge to themselves, as it gives them value in the labour market. Yet, if we inculcate knowledge sharing habits among individuals at an early age, so that they not only impart but also acquire knowledge through knowledge transfer, information acquisition can become a mutually beneficial process for both providers and acquirers. In this study, we conducted a survey among university students in Hungary to investigate how open they are about sharing their knowledge with each other and what they expect from their peers in exchange for the information they have. Data analyses showed that students' willingness to transfer knowledge and their expectations in return for the knowledge transferred are greatly influenced by their mutual relationships, but the strength of these relationships impact the rewards they expect for knowledge transfer.

How do bottom-up innovations spread between schools and districts? An actor-container model of educational innovation diffusion

AbstractThe present paper deals with a research methodology issue. After an introductory literature review, it presents a novel model developed to study the diffusion of educational innovations. This model does not focus on the time course, phases, or characteristics of diffusion, which can be described by various innovation indicators, but on persistent structural elements such as the actors, their relationships, and the territorial, organizational, or other entities that host the actors. The latter, which separate the actors from each other or even constitute a common space for them are called containers. The presented actor-container model (ACM) was developed to help interpret empirical data in the context of a larger research, named Innova project, dealing with the emergence, diffusion, and system-shaping impact of bottom-up innovations initiated by teachers or other local actors in the education sector. In this paper, we demonstrate the application of ACM by analyzing the responses of educational institutions (organizations) at different levels of public and higher education in Hungary, based on the 2018 online questionnaire survey database (N = 2042). The examples presented show that ACM provides a unique perspective for research on innovation diffusion by shedding new light on actors and containers, opening up new possibilities for data analysis and results interpretation. We believe that ACM can be applied not only in the context of educational innovations but also in other innovation fields.

Analysis of the factors affecting student dropout at the University of Miskolc

Our research is linked to the strategy for higher education in Hungary, which sets out a clear expectation to reduce the number of university dropouts. The first step towards achieving these goals is to explore and describe the phenomena and the context of university dropouts. According to a number of studies, the first year is crucial for the success of students in obtaining a degree. Significant failure to earn the number of credits set out in the recommended curricula implies a serious risk of dropout. Our research sought to find out how previous studies, in particular secondary school attainment, the student's residence, and its level of infrastructure development as well as the student's sex influence the number of credits earned in the first two semesters. Our analysis was carried out using data from students studying at the Faculty of Economics and the Faculty of Mechanical Engineering and Informatics at the University of Miskolc, broken down by fields of study.

Research for Change: Reflections on Online Collective Activism Against Accelerated Policies of University Privatization during covid-19 Restrictions in Hungary

Abstract This article delves into the dynamics of the “model change” within the Hungarian higher education during the covid-19 crisis, focusing on grassroots reactions in the University of Pécs. Amid pandemic-related restrictions, the study reveals how online platforms fostered collective action, allowing stakeholders discuss and voice concerns this change. The analysis uncovers a pattern where representative leadership sidelined democratic decision-making, indicating a disconnection between representation and accountability. Rooted in historical relational patterns and prevailing political culture, this detachment highlights the need for improved mechanisms of accountability. By presenting a participatory action research, the study underscores the transformative role of grassroots communities and trade unions in advocating collective interests and values. The paper emphasizes that online platforms, while promoting accessibility and pluralism, need to address the quality of participation. Overall, the research contributes to the complexities of decision-making in higher education transitions and the challenges of representation and accountability.

Drawn to Decisions: Hungarian Jewish Citizen Ignác Goldziher

Abstract In a previous study about Max Nordau (1849–1923), a doctor, writer, journalist, and Zionist born in Hungary who had spent his youth in Budapest and had a successful career in Paris, and Theodor Herzl (1860–1904), who became known as a playwright in Vienna, an employee of the newspaper Neue Freie Presse, and ultimately as the author of Der Judenstaat (The State of the Jews), I examined the role that assimilation, language, and identity played in the development of their careers. Ujvári, Hedvig, “Issues of Assimilation, Language and Identity in the Lives of Young Max Nordau and Tivadar Herzl”, AHEA: E-journal of the American Hungarian Educators Association 5 (2012), 1–20, http://ahea.net/e-journal/volume-5-2012. The present study is a continuation of that train of thought, this time focusing on Ignác Goldziher (1850–1921), the founder of what would become Modern European Islamic Studies. He and Nordau were high school classmates Goldziher himself refers to the classmate relationship in his Diary: “Max Nordau was among my classmates.” See Goldziher, Ignaz, Tagebuch, ed. by Scheiber, Alexander, Leiden: Brill, 1978, 30; Goldziher, Ignác, Napló [Diary], Vál., s. a. r., az előszót és a jegyzeteket írta Scheiber Sándor [ed. by Scheiber, Sándor], Budapest: Magvető, 1985, 39. and prepared for their graduation together, during which time Goldziher also attended the university lectures of Ármin Vámbéry (1832–1913) in preparation for his scientific career. At the age of 20, Goldziher completed his doctorate in Leipzig with every promise of a successful career in Hungarian higher education; however, the death of Minister of Culture József Eötvös dashed these hopes, József Eötvös (1813–1870): lawyer, writer, first minister of religion and public education in the Batthyány and then Andrássy governments, and president of the Hungarian Academy of Sciences (1866–1871). and instead of joining the ranks of academia, Goldziher was forced to earn a living as a religious notary for the local Jewish community and worked on his academic research at night. He spent the rest of his life in Budapest, only leaving Hungary for short periods of time to attend academic events such as conferences on Orientalism, and consistently refused every foreign job offer that came his way.

Examining the attitudes towards further education of students in the bachelor training programmes of higher education

PurposeBased on empirical data, this study investigates the intention of BA/BSc students in higher education to either pursue their studies or start working.Design/methodology/approachThis paper analyses how students' attitudes towards higher education and studying (quality of undergraduate education and performance in higher education), as well as the intention to meet labour market needs, influence the decision of pursuing studies in a Master's programme.FindingsThe main reason why respondents do not intend to pursue their studies is not because they do not want to work. It is primarily the acquisition of knowledge and the motivation to learn that encourages students to stay in higher education. Moreover, individual performance in Bachelor programmes has no influence on the decision made by students to study or work after graduation.Research limitations/implicationsAs for the limitations of the study, the authors have to mention that although the survey is based on data from a single country, the similarity of the international and Hungarian previous research results suggests that similar results would have been obtained in an international sample. Furthermore, the impact of the current ongoing epidemic on the further learning of young people in tertiary education at primary level could not be investigated by the authors.Practical implicationsThe bivariate logistic regression results show that the correlation between secure job placement in a field of study and the quality of education is not significant. Furthermore, students are primarily motivated by the desire to learn and acquire knowledge. The reasons can therefore be explored based on the analysis of more detailed data, which could be the subject of a subsequent study.Originality/valueThe authors conducted their research in Hungarian higher education at seven universities between 2019 and 2020 to determine the influencing factors of career choice decisions, the degree of students' satisfaction with their selected course, their attitude towards higher education and learning, their job opportunities after graduation and the extent to which their decision is made according to their labour market orientation. Although the study relies on data from a single nation, the similarity between the findings of previous international (Hovdhaugen and Ulriksen, 2021; Sikyr et al., 2019); and Hungarian (Berezvai, 2022; Kiss and Varga, 2022) research suggests that an international sample would have produced similar results.

Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study

The paper focuses on the intergenerational mobility processes in Hungarian higher education over the past decade. Its purpose is to explore these processes and to analyse the differences between the fields of study. The second-generation mobility theories, which serve to be the theoretical background of this paper, focus on the differences between income, education, occupational groups and social classes in connection with status attainment and mobility. Among the mobility theories relating to higher education, theories analyzing inequalities are studied, to discover whether they are found in Hungarian higher education („Maximally Maintained Inequality”, MMI and the theory of „Effectively Maintained Inequality”, EMI). The analysis also covers the „dynastic effects” related to mobility, whether they strengthen or weaken intergenerational processes. The database of the analysis is the Graduate Career Tracking System 2010-2021.

A comparative study of abstraction and informational density in higher and lower Indonesian graduate students' L2 English academic texts

AbstractThe language features of the second language (L2) English academic texts written by Indonesian graduate students enrolled in Hungarian higher education are employed in the present study. The study focuses on the level of abstraction and informational density in student assignments in particular. Seven high-stakes essays were collected from seven Indonesian graduate students registered in the faculty of Social Sciences at three different Hungarian universities. Coh-Metrix, a corpus-based computational tool, was used in this study to examine indices of content words and abstraction. As for the comparison between higher and lower proficiency level students, parametric statistics were used to conduct a quantitative analysis of the selected linguistic features, including nouns, verbs, adjectives, adverbs, pronouns, and concreteness and abstraction. The results show that C1 English proficiency level students outnumber B2 students in terms of informational density. Their texts are more abstract than those of B2 students.

English Needs Assessment Survey for International Students of Technology at the Budapest University of Technology and Economics in Hungary

Regular language instruction informed by needs assessment has been a widespread phenomenon in Teaching English as a Foreign language (EFL). In higher education (HE) institutions teaching English for Academic Purposes (EAP) based on research has also been a widely accepted trend. Nowadays the increasing number of international students in the Hungarian HE scenario has prompted faculties to support the development of students' language skills systematically. As one such institution, the Centre for Modern Languages (CML) at the Budapest University of Technology and Economics (BME) designed a questionnaire survey systematically to research the language needs of its international students of technology after having come across some anecdotal mismatches across faculties in the perception of the students' level of knowledge. International students of technology, their EFL teachers and their subject matter instructors were surveyed on how important they think certain language skills are for the students to succeed in the academic scenario. The results show that skills such as identifying main points in texts, summarising information in speech and in writing, or asking for clarification - all of pertain to the recognition or formation of structural elements in written and spoken texts - are seen as most important by the stakeholders. The results now inform the refreshment of course design and materials development at CML. Limitations are discussed together with future research recommendations, such as the need to thoroughly investigate non-linguistic issues influencing learning achievements, which may include cultural differences in learning strategies or learner-teacher expectations.

Measuring organizational happiness in higher education - a data-driven approach

The measurement of organizational satisfaction is a popular topic in organizational science; however, less attention is given to organizational happiness. There are very few measuring tools designed to evaluate organizational happiness. While the value-mediating role of higher education is indisputable, to the best of our knowledge, this is the first study to address organizational happiness in the context of higher education. In addition, this study proposes new data-driven approaches to analyze patterns of answers (i.e. regarding individual happiness); therefore, the relationships among individuals, groups, and organizational happiness can be better analyzed. This study is based on survey data; nevertheless, in addition to measuring organizational happiness in Hungarian higher education, this paper proposes using infrequently used data-driven approaches to determine who feels happy/unhappy in what areas.

Implementation of Energy Awareness and Environmental Education Programs in Hungarian Higher Education: Evaluation of a Pilot Program

Our study aims to evaluate the pilot training conducted in the framework of the project "Environmental education and sustainability - implementation of energy awareness and environmental education programs in Hungarian higher education" with the support of the Hungarian Energy and Public Utilities Regulatory Office. Our study includes the presentation of the four higher education institutions participating in the pilot program, the methodology of the research and the summary of the results obtained. An important result of the research is that among the students and teachers of the higher education institutions participating in the pilot project, interest in and commitment to environmental education and sustainability can be traced. The results highlight that current and future teachers are trying to do as much as possible in their respective fields so that the next generation will be prepared to deal with the currently visible and expected sustainability challenges.

REGULATORY AND LEGAL BASIS OF THE DIGITALIZATION OF THE PROFESSIONAL TRAINING OF TEACHERS IN HUNGARY

The article examines the regulatory and legal basis of digitalization of professional training of teachers in Hungary. This study analyzes the legal framework for digitalization of teacher training in Hungary and the steps taken in the direction of digital transformation. Based on the analysis of regulatory documents and reports of the Hungarian government and the European Union, the works of Hungarian and domestic scientists, which directly highlight the topic of professional training of teachers, the digitalization of education, the necessary trends for further research into the digitalization of higher education in Hungary have been identified. To solve the tasks and achieve the goal of the research, a set of general scientific methods is used: theoretical: analysis and synthesis in order to determine the main directions of research into the problem of digitalization of professional training of teachers in Hungary; Empirical: study of the regulatory and legal framework regarding digitalization of professional training of teachers in Hungary; translation of authentic literature; description of factual information for the purpose of analytical interpretation and study of specific facts and phenomena; statistical processing of research results: for quantitative and qualitative data acquisition.As evidenced by the results of current studies of regulatory and legal documents, an urgent task for scientific research and educational policy in many European countries is to ensure the optimal use of the full potential of digital technologies for learning, while effective learning in the digital age becomes possible thanks to a systemic approach and holistic changes. Many European countries, including Hungary, are actively conducting research in the direction of full integration of digital technologies in education and vocational training.

The Role of Participatory Instructors in Hungarian Higher Education

Disabled people are often prevented from participating in the creation of academic knowledge that has direct impact on their lives via professional support. Such barriers to co-production of knowledge erode disabled people’s self-determination and opportunities for independent living. They are particularly consequential in special needs teacher education, as special needs teachers have a strong influence on disabled people’s dis/empowerment through their work in special and inclusive schools. This paper explores the ‘We teach together!’ method for participatory instruction, developed and piloted by the authors in Eötvös Loránd University to redress the non-participation of disabled people in teaching. The method complements the learned knowledge of the academic instructors with the experiential knowledge of disabled co-instructors. It also enables university students to work in partnership with disabled people. Most importantly, disabled people’s active participation in the academic work strengthens their self-determination and their role in their communities. The paper presents the findings of a qualitative research that explores the application of the ‘We teach together!’ method. We identify the benefits and challenges of the method, as well as the roles of the instructors in an inclusive team. We also provide recommendations for further research and policy engagement.

Online higher education during the pandemic: The case of Hungary

The coronavirus pandemic has profoundly affected Hungarian higher education (HEI). As campuses around the globe were forced to shut down, online distance learning became an everyday reality for all students. At the same time, faculty were rushed to adjust their teaching content and methods, as well as forms of assessment, to online teaching. As a result, this transition exposed flaws in technological abilities, digital preparedness and flexibilities within universities. In this work, my goal is to analyze how the Hungarian HEIs adopted online educational practices during the pandemic and how they were able to address some of the difficulties while adjusting their teaching and creating new forms of support for both students and faculty. To that end, the article first discusses the prevalence of distance and digital learning before the pandemic, then evaluates the steps and challenges of transition to remote online education during the pandemic, and finally highlights some lessons learnt and best practices of some Hungarian universities.

Governance models of Hungarian higher education: from Humboldtian to State-controlled model

The paper focuses on the higher education evolution in Hungary from the historical perspective regarding the governance models implemented and constructed in connection with the legal provision of decision-making power within universities, between various governance mechanisms (faculty, academic committees, senates, and boards) and administrative structures. We identified four governance models during the last hundred years. In the primary stage, we track down the Humboldt model, and the German influence played a role in the institutional development. The beginning of communist era represented a reform called “de-Humboldtization” and it was the beginning of the second phase in which the Hungarian higher education reform can be identified under the socialist influence, concentrating on the formation and organisation of the Soviet higher education institutions. The subsequent stage, the neo-Humboldtian type (1993-2012), can be identified as the regaining autonomy at the higher education underneath the shifting of communism regime to democracy and market economy. However, during this era, the government continuously tried to reform university governance, which touched every time the autonomy issue. Undoubtedly, many elements of these reforms caused a slow sink of the level of autonomy. Ten years ago, started the fourth period. First, the state-controlled model (chancellor and Consistory system) and now the pseudo-private model has been introduced. These last two models are linked with intensive decreasing institutional autonomy and academic freedom at Hungarian higher education and showed that the current legislation regulates the operational and financial issues of the institutions.

Human Wealth - Employment Policy - Competitiveness : Review of the Book Versenyképességi mozaik/Mosaic of Competitiveness (Edited by Magdolna Csath)

The Mosaic of Competitiveness is the work of several experienced authors coordinated by a respected editor with a clear vision. A mosaic is something that is made up of several elements, and the picture is complete when viewed from a slightly more distant perspective. This is a definition that this volume clearly meets. It takes a thorough look at the subject of competitiveness, giving scope to different perspectives within each study, but still presenting the different aspects within a coherent value framework. As the editor notes in the introduction, "As you can see from the topics, the book takes a thorough look at competitiveness, returning to the key messages - such as the importance of people, knowledge, innovation and learning. A conscious choice of values is also reflected in the book: an appreciation of performance, an emphasis on quality over quantity in all areas, and the importance of reliability, honesty and trust." (p.15) Hence, it is important to note that the conceptual framework of the book expands the general framework used in Hungarian higher education and highlights the need for economists to interpret concepts broadly and to move beyond the neoliberal worldview in order to contribute to the conceptual framework needed to address current global economic challenges. In this regard, the editor concludes her introductory thoughts with a quote from US President Theodore Roosevelt: "If education gives a man only knowledge, but not values, it is a danger to society." (p.15) After the general introduction, let us now move on to the 13 studies presented in the volume.

Roma Youth and Roma Student Societies in the Hungarian Higher Education in the Light of Process-based Model of Inclusion

Organisations and their programmes that specifically address target groups play an important role in creating inclusive educational environments. In this study, through the life stories of Roma students and by examining, describing, and analysing their formalcommunity (the Roma Student Society Network), the authors present principles and dynamics in a model, which may be used as a basis for creating an inclusive environment in the specific context of a university. Our aim in writing this paper is to detail and embed in a process-based model of inclusion the capital accumulation provided by the Roma Student Society, an organisational structure that offers successful social mobility pathways for Roma students. Furthermore, by presenting the results of an empirical study about the Wlislocki Henrik Roma Student Society (WHSz) at the University of Pécs in Hungary and comparing this data to the research results of Roma student societies in other educational institutions across the country, the authors will try to demonstrate and model the necessity, success, and adaptability of WHSz as a support programme.

A stepping stone to the “West”: Academic adaptation of international students from post-Soviet countries in Hungary

The study aimed to investigate the academic adaptation experiences of international students from post-Soviet countries in Hungary. Semi-structured interviews were conducted with 42 international students from Kazakhstan, Azerbaijan, Georgia, and Moldova, studying at an institute of higher education in Hungary. We used reflexive thematic analysis to explore the adaptation experiences of the international students and to analyze a relatively large dataset. Three themes were generated: (1) From the post-Soviet to the “Western world”; (2) Comparison and contrast; and (3) Managing in an unknown academic environment. The results show that push-pull factors affected the international students’ decision to study abroad. International students consider Hungary as a “transit” country — an “affordable stepping stone” from which to look for future educational or job opportunities in other Western countries. Our findings also emphasize the importance of cultural distance in the institutional context of post-Soviet countries and Hungary.