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• Structure and Output Performance of Doctoral Education in Hungary: Disciplinary Differences and Trends between 2021 and 2025

  186-219

  Péter Sasvári

  Csaba Makó

  Noémi Hajdú

  Views:

  100

  The study provides an empirical analysis of the structural characteristics, capacity, and output performance of doctoral education in Hungary for the period between 2021 and 2025, based on the database of the National Doctoral Council and a comprehensive examination of 169 active doctoral schools. The results indicate that the system is highly concentrated and structurally heterogeneous, with output expansion occurring primarily in disciplines that already possess relatively large capacities. The relationship between capacity and performance is positive but non-linear, suggesting that resources alone do not determine the effectiveness of doctoral education. The findings also reveal that different levels of output performance can be observed even under similar capacity conditions, highlighting the importance of institutional and disciplinary characteristics in shaping doctoral education outcomes. The study contributes to a system-level understanding of doctoral education by demonstrating that performance is shaped by the interaction of disciplinary and institutional factors.

• Academic risks of students characterized by risk-behaviour

  63-78

  Klára Kovács

  Anetta Müller

  Views:

  312

  The aim of our study is to reveal the effectiveness and efficiency of students with different health behaviors. We were curious about the differences between students with different health-care (risk, inactive and health-conscious) students in the studied dimensions of educational performance in Hungary in the Northern Great Plain region, as well as in the Transcarpathia, Highlands, Vojvodina, Par-tium and Transylvania (IESA 2015; N = 2017). In line with our preliminary assumptions, we can see that there are more students at risk who attend less than half of the lectures, one or two or even half of their exams have not been completed, and less than one hour per lesson, while the latter is the least characteristic of for health-conscious students. They are making great efforts to meet their serious study load, but there are more people who are unable to cope with these difficulties in the first round and have failed their examinations. In this way, health-conscious behavior does not constitute supporting factor in the effectiveness of the study.