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Perceptions of effectiveness and performance evaluation in Hungarian higher education in the Carpathian Basin
26-34Views:157Several international studies have addressed the quantitative and qualitative changes in higher education participation and the impact of the evaluative state and institutional quality management on higher education societies (Altbach, 2000; Altbach, 2002; Kwiek & Antonowicz, 2015). However, despite the relatively rich research in higher education in our region, the impact of higher education performance evaluation on the views of faculty members has not been investigated. In our study, we investigate the types of performance evaluation that are typical in higher education in the Carpathian Basin and provide a picture of the perceptions of faculty members on performance evaluation. We will examine the differences and similarities in performance evaluation across the different types of performance. Our research questions concern their homogeneity and interrelationships. We conducted a hybrid coding analysis of the transcripts of qualitative focus group interviews with faculty members in one of the most eastern regions of the European Higher Education Area (EHEA), using data from 2022 on the impact of the introduction of performance evaluation in higher education. The main findings of the study show that faculty members' views on performance show high diversity. There is a correlation in views on performance evaluation, but they are not exclusive. The points to consider in the context of performance evaluation can provide guidance for decision-makers in higher education.
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Dropped-out Students and the Decision to Drop-out in Hungary
31-40Views:1018The interpretation of the phenomenon of student dropout, which represents a waste of a relatively large proportion of human and material capital in the social, individual and institutional domain, is impossible without examining dropout students. In this study, we analysed the DEPART 2018 database, which contains data from 605 Hungarian dropout students. We tried to identify higher education dropout scenarios and pointed out that higher educational dropout is a complex phenomenon. Based on the students' reports on their interpretation and evaluation of their dropouts, four student clusters were created. We compared the groups with their socio-cultural background and their decision to drop out from higher education, and their assessment of that decision. The most important result of the study is that it identifies a new group in addition to the international dropout types, and provides a detailed picture that calls our attention to the diversity of dropout groups, thereby moving beyond the over-generalised image of the dropout student.
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Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions
48-55Views:416The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.