The encoded disparities into the academic structure
Location: Corvinus University of Budapest
Date: 7 May 2014
Co-organizer: Educatio Nonprofit Social Service Ltd.
In 2012, Hungary joined for the first time the Eurostudent higher education research program supported by the European Commission. The research took place in 26 European countries for the fifth time. The study involved BA and MA students, students from undivided and traditional university and college programs (both full- and part-time students). The Hungarian survey was conducted in the first part of 2013, within the framework of the Educatio Nonprofit Public Service Ltd. A total number of about 17 thousand questionnaires were received, processing of the data is still ongoing. The research summary report has been completed recently; presentations of detailed analyzes are held at this conference for the first time.
The two main focuses of the program are the analysis of the ‘social dimension’ of higher education and the students’ international mobility. The presentations, by using Eurostudent data, discuss the student life paths, international mobility, time management, determinants in further studies and transition between the different levels of programs. Furthermore, the local residents’ perceptions and judgments about higher education are also discussed based on another current research.
More information and the detailed program (in Hungarian) can be viewed here.
László Kiss (Educatio Nonprofit Ltd., higher education analyst): Academic and social determinants of international student mobility
Szilvia Nyüsti (Educatio Nonprofit Ltd., higher education analyst): Disparities in the income and use of time of full-time students
Obtaining a higher education (HE) qualification is an investment that pays off in the future and requires very significant commitment of time and money. The return on investment in one’s HE studies is lucrative in Hungary, but the rate of degree holders is relatively low. We do not have much information about the investment of time and money and without it, it is difficult to evaluate an individual’s reasons for not entering HE or for dropping out. Everyone has access to the same amount of time (24 hours a day), while the available financial resources are distributed unevenly among students of various characteristics; therefore, it is reasonable to assume that students’ strategies of the use of their money and time are highly varied. This study attempts to describe the characteristics of the budget and use of time of full-time students and to map the strategies they employ to make sure they can pay the cost of living and, at the same time, to pursue their studies. The analysis also sheds light on students’ relative deprivation, investigating it in the light of financial resources and time. These differences are described along the educational, demographic, social and accommodation background. The study relies on the data of Eurostudent V collected in Hungary (N=12,934).
Péter Pillók (Eötvös Loránd University Statistics Department, analyst): From one step farther - the perception of the Hungarian higher education
We have a lot of information about the structure but we have lack of information about the social context of the higher education. During the presentation we analyze the image of the Hungarian higher education system and its elements, by an empirical research made in 2013. In the presentation we will show the following issues: the situation of the degree and the higher education; the perception of the value of the Hungarian degree in international context; global and individual financing; the condition of the matriculation. The research project is founded by the Educational Authority, conducted by the Eötvös Loránd University Faculty of Education and Psychology.
Katalin Bander (Hungarian Institute of Educational Research and Development, researcher-analyst, BCE SDoctoral School of Sociology, Phd student): Transition into higher education – characteristics of typical and unusual study routes
Nowadays increasing horizontal and vertical flexibility of higher education systems is an important objective of European higher education policies, which means making entering into and exit from higher education at different stages of studies widely accessible. To be able to assess to what extent this aim has been achieved; it is worth looking at the characteristics of transition periods during the course of higher education studies. Prior research on this topic defined three main periods of transition: 1) between graduating from secondary school and entering higher education, 2) between entering higher education and graduating for the first time from higher education and 3) between graduating for the first time and re-entering higher education. Our lecture, based on most recent EUROSTUDENT and OECD Education at a Glance data, aims to analyze the most important features of the first-type transition (between secondary and higher education). We examine the socio-economic background and entry routes of students who have delayed their entry into higher education for at least 2 years (the so-called delayed transition students) to be able to identify how they differ from the direct transition students. We are also interested in inequalities connected to transition into higher education and try to investigate whether the characteristics of higher education transition have an effect on subsequent study routes and future possibilities of students.
Zsuzsanna Veroszta (Educatio Nonprofit Kft., leader analyst): Employment effects on higher educational career track
On the basis of the Eurostudent V data, this study explores the factors that define the motivation of full-time BA/BSc students to pursue further studies. The latest figures of Eurostudent V, analysed by the present study, prove that 58 per cent of full-time Bachelor students plan to continue their studies on a Master programme, although the actual BA/MA transition rates are significantly lower in Hungary than in other European countries (approx.. 25 per cent). On the basis of the theoretical and empirical preliminaries available with regard to the plans of further studies on Master programmes, the effect of several determining factors can be assumed with reasonable confidence. It is a well-known fact that socio-economic background factors play a decisive role in further study plans. It is also known that students’ study plans reflect the vertical and horizontal structures embedded in the system of higher education. Our research corroborated the existence of these effects. However, the special nature of the transition from higher education to the labour market in itself calls for the deep investigation of the impacts of students’ connection to the labour market. In this framework we assumed that both the quality (i.e. horizontal match vs. mismatch) and intensity of labour market involvement during studies affect further study plans.