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The role of higher education socialization in shaping students' future-oriented work ethic
111–118Views:8Research on higher education clearly indicates that the institutional environment, as well as the relationships formed with faculty and peers, not only influence academic achievement and the risk of dropout, but also have a significant long-term effect on students' life trajectories, future outlook, future orientation, and even their decisions to remain in a given geographic location (Pusztai, 2011; Bess & Dee, 2012; Sütő, 2021; Sütő, 2025; Demeter-Karászi, 2025). This suggests that higher education institutions do not operate merely as knowledge-transfer organizations, but also as socializing environments that shape students' relationship with work, achievement, and long-term goals. The theoretical framework of our research is therefore grounded in approaches that interpret future-oriented work ethic not exclusively as an individual psychological trait, but as a phenomenon embedded in social relationships and institutional contexts (Berger, 2001; Kuh & Umbach, 2004). Our research seeks to answer what associations can be identified between the characteristics of the social and institutional environment of higher education institutions — in particular, institutional culture, relationships with faculty and peers, and institutional trust — and students' future-oriented work ethic. Our empirical data are drawn from the 2023–2024 survey of the MTA–DE Public Education Development Research Program, a large-scale international database comprising 1,336 respondents. The results indicate that trust-based relationships with both faculty and peers, as well as the perception of a transparent and fair institutional atmosphere, are significantly associated with higher levels of future-oriented work ethic, with perceived supportive institutional culture emerging as the strongest predictor (β = 0.252; p < 0.001). It is particularly noteworthy that the effect of institutional and relational factors persisted even after controlling for social background variables. Our findings thereby corroborate the theoretical stance that future-oriented work ethic is not solely derived from individual attributes, but can be understood as an orientation shaped during higher education socialization through institutional and social environments. This is an especially important finding in light of the growing heterogeneity of the student body, as it suggests that a supportive institutional culture may contribute to strengthening the future orientation and long-term academic success of students from diverse social backgrounds.
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The Influencing Factors of Dropout and Persistence of Central European Hungarian Minorities in Higher Educational Institutions
90-98Views:334The statistics show that minority Hungarians’ education and participation in higher education, lags far behind the majority of society in Central Europe. Furthermore, we also know that the smaller the community, the more educated they are. The explanation for this could be, those who are less educated are more prone to assimilate. As a result, the existential question from these minority groups comes down to the growth of their level of education, a condition of which is university students’ acquisition of diplomas. Those factors deserve more scrutiny, in their identification, that increase the chances of getting a diploma. The goal of our study is (1) to identify the students who are persistent and at risk of dropping out, (2) to define the risk factors, and (3) at the same time to uncover the protective/ supporting factors as well. The theoretical background for our research was constituted by the institutional integrational model. The database used for this study contains data collected during a survey of Hungarian students from four different countries in Central Europe (IESA 2015, N= 2017). We found from our research that though the effect of intergenerational connections among students at Central European minority schools proved significant, the effect of place of residence, of settlement type, and of relationships within the family was even stronger.
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Staying aspirations among Hungarian minority students in Central and Eastern Europe
61–70Views:21Research on youth mobility in Central and Eastern Europe has primarily focused on migration intentions and the drivers of out-migration. Much less attention has been paid to the motivations behind staying, particularly among national minority youth living in peripheral regions. This study examines the staying aspirations of Hungarian minority university students in Central and Eastern Europe and explores the demographic, human, economic, and sociocultural factors that shape their intentions to remain in their home regions. Drawing on the aspiration–capability framework developed by Carling and Schewel, the study analyses survey data from 1,107 hungarian minority students enrolled in higher education institutions across several Central and Eastern European countries. Using multivariate statistical models, the analysis investigates how different forms of capital and regional embeddedness influence students’ aspirations to stay rather than migrate. The findings suggest that staying aspirations are not merely the result of limited mobility opportunities. Instead, they are strongly associated with sociocultural embeddedness, minority community ties, and forms of social capital that connect students to their local environments. These results challenge the dominant migration-centred perspective in mobility research and highlight the importance of immobility as an active and meaningful life strategy. The study contributes to the growing literature on youth immobility by demonstrating how minority status and regional attachment shape mobility aspirations in Central and Eastern Europe.
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From Ukraine to Hungary: A Specific Case of Student Mobility
101-103Views:237Bibliography of the reviewed book: Pallay, K. (2024). Mobility, career development, integration. Mobility, career development, integration. Students of the Balassi Institute in Transcarpathia]. University of Debrecen Centre for Higher Education Research and Development (CHERD).