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DEVELOPMENT OF THE MODERN INFORMATION INFRASTRUCTURE OF THE UNIVERSITY OF DEBRECEN
146-179Views:103At the end of the 20th century, information technology initiated revolutionary changes. The first inter-university networks, established by American universities, rapidly transformed the internet into a global system, soon reaching Europe and countries behind the Iron Curtain. In Hungary, higher education institutions were the first to recognize the opportunities presented by this new technology, and in the early 1990s, they commenced the development of internationally competitive networks. At that time, Debrecen was home to several independent universities and colleges, which set the objective of creating a unified IT infrastructure. This development was facilitated by state funding and the lifting of the Eastern technology embargo, which enabled the adoption of advanced Western network devices and protocols. By the autumn of 1994, a city-wide optical fiber backbone network had been completed, providing high-speed data transmission between campuses using FDDI technology. The implemented system integrated 12 kilometers of optical cable, more than twenty connected buildings, and over one thousand computers, offering a bandwidth of 100 Mbit/s—ten times the capacity of contemporary Ethernet networks. Initially, the network provided essential services such as internet access, email, and shared printing, while also laying the groundwork for future integrated systems, including academic and administrative records. The city network, named UDNet, thus represented not only a significant technological innovation but also established a stable foundation for the long-term development of information technology at the University of Debrecen.
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INSTITUTIONAL BOOM IN SOCIALIST HIGHER EDUCATION, OR A COLLEGE IN EVERY TOWN?
128-145Views:97The Hungarian Historical Society and its South-Transdanubian Group organised a conference, titled ’Chapters from the history of education in Hungary’ in Mohács, Hungary, between 13 and 15 August 2025. It was at this conference that a lecture was given on the foundation of colleges that reviewed the evolution and transformation of the institutional network until 1990, with some references to subsequent reorganisations.
No such lecture can provide a complete picture, consequently, it mainly focused on the major junctions relying on bibliographic data. Although the principal topic was the evolution of the college network, the changes affecting universities also had to be mentioned since, during the transformation, integration and foundation attempts, such universities gathered up the colleges eventually often transforming them into university faculties. The first part of the three-part study reviews the fundamental changes until Act III of 1961 on the education system of the Hungarian People’s Republic was enacted; the second part examines the motivations behind the quantitative growth of the institutional network, while the third part showcases the changes in West-Transdanubia through the expansion of the higher education institutions (university, teacher training college) in Pécs, with a particular focus on Zala County, where it was impossible to establish an independent higher education institution.
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Tanulmányaikat megszakítani kényszerülő hallgatók hazánk egyetemein az 1930-as évek derekán
92-107Views:244Concerning University Students Forced to Interrupt Their Studies in Hungary in the Middle of the 1930S. This study explores the reasons why in the 1930s—despite the general intent of support, a continuously developing student welfare institutional network, as well as the evolving state student social policy—led to a situation in which part of the university student body, owing to welfare conditions, was compelled to discontinue their studies. Those university students who—despite various support programs and because of their social conditions, the financial situation of their parents, high tuition fees, and perhaps because of further expenses pertaining to their studies—were unable to continue their studies, thus they were obliged to interrupt their university student status. Among the further possible causes for the termination of university studies reasons pertaining to health and actual study are also included, with the latter primarily meaning the absence of required preparedness. Statistical data provide a graphic representation of the situation of the university student population in Hungary in the middle of the 1930s.
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ARISTOCRATIC STUDENTS IN THE "ATHENS OF HUNGARY": THE HIGH NOBLE STUDENTS OF THE GYMNASIUM AND UNIVERSITY OF NAGYSZOMBAT (1616–1773)
126-145Views:253Tyrnau (Nagyszombat, Trnava) was a location of great importance in the Jesuit school network of the Kingdom of Hungary, which provided students with various levels of education, from primary to university studies. The country's premier Catholic school centre also played a very important role in the education of the noble and aristocratic families. The aim of this study is to outline and examine the high noble-born student body of the University and Gymnasium of Tyrnau, using the new school records available. In the paper I will try to reconstruct how the function of Tyrnau in the educational practices of the nobility changed over the decades and centuries, which families attended the institution, and through some case studies I will also discuss the role of the knowledge acquired in shaping later careers.
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A Debreceni Egyetemi Diákjóléti Bizottság szervezeti szabályzata Szabályzat a diáksegélyezés szervezetéről a debreceni m. kir. Tisza István-Tudományegyetemen
83-92Views:217The Articles of the Student Welfare Committ ee of the University of Debrecen. The textual source material published below is an attempt to acquaint the larger public with the articles and statutes of the Student Welfare Committee of the University of Debrecen, which was presided over by Nándor Láng and which was the supreme body of the university welfare institutional network united in 1930. The articles were approved by the higher authorities on July 1, 1931. The document offers an insight into the inner composition and concrete activities of the committee which oversaw the respective student welfare institutions and which co-ordinated the whole of the university-level student welfare programme. The most important tasks, as laid down in the articles, included ”the promotion of the educational and material interests of the student body” and ”the support of all sorts respecting poor students making good study progress”. Despite the fact that the committee’s personal composition underwent various changes, it continued to remain faithful to the spirit of the statutes, thus becoming the most significant mainstay of the most indigent students.
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UNGARLANDISCHE GELERTHE IM REPERTORIUM ACADEMICUM GERMANICUM (RAG) 1372-1526. PROJEKT, DATENBESTAND UND AUSWERTUNGSPERSPEKTIVEN
108-128Views:442The Repertorium Academicum Germanicum (RAG) is a long-term digital project that has been researching the students and scholars of the Holy Roman Empire (HRE) between 1250 and 1550. In 2020, the RAG was integrated into the larger project Repertorium Academicum (REPAC), which now also includes the Repertorium Academicum Helveticum (RAH) and the Repertorium Bernense (RB). The three sub-projects analyse different European regions: the HRE in the RAG, the Swiss Confederation in the RAH and the territory of the city of Bern in the RB. REPAC is based at the Historical Institute of the University of Bern. The common goal of the projects is to create prosopographical foundations for the history of the impact of scholars and their knowledge in order to clarify the origins and developments of the modern knowledge society.
Methodologically, the projects combine approaches from social, university and knowledge history with digital prosopography. At the centre is a research database in which the biographical events of students and scholars are recorded. This data is localised geographically and temporally to enable dynamic visualisations on maps, in networks and time series. The analyses focus on the geographical and social mobility of individuals and on the dissemination and application of academic knowledge by individuals and institutions such as universities, schools, churches, monasteries, ecclesiastical and secular courts and tribunals. In addition, this digital methodology enables together with the tools for data visualisation the reconstruction of specific knowledge spaces analysing their determining factors.
This article explains this methodologies using the Hungarian scholars documented in the RAG. This group is a vivid example of the study of academic knowledge circulation and spaces in European networks, with the University of Vienna playing a central role as a mediator of knowledge. The Hungarian scholars demonstrate fundamental research perspectives that are particularly relevant for collaborative approaches: Since biographical data collection requires in-depth knowledge of the historical background of the respective region, an in-depth study of the Hungarian scholars in the RAG would be particularly insightful if their biographies could be digitally supplemented with information from regional or local libraries and archives.
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Az egyetemi és akadémiai ifjúság politikai szerepvállalása 1830–1880 között
59 - 77Views:428The Political Involvement of the University- and Academic Youth between 1830 and 1880. The institutional network of the higher education in Hungary was very diverse on the turn of the 18th and 19th century and in the first part of the 19th century. In the multi-national and multi-confessional country, 88 institutions provided higher than medium level education. Most of these institutions were related to the historical denomination but besides them several state higher educational institutions existed. We reported about the student movements of these schools in this paper. In the first part of the 19th century the Holy Alliance’s system prohibited the foundation of student movements, although, in most of the institutions, reading circles and literature student associations were formed in which the leaders of the future national movements played an important role. The period of the revolution and the fight for freedom of 1848–1849 was significant regarding the student movements as well, because at most universities the studentry listed their requests aiming not only the reform of student life but the social changes as well. After the defeat of the freedom fight it was not possible to form student associations for ten years. But from the 1860s the battle for the national language of higher education marked the Hungarian youth movements. After the Austro- Hungarian Compromise, the studentry’s activity decreased, although they spoke in some political questions. For example, in 1867–1877, during the time of the Russian-Turkish war, the students in Pest and Cluj- Napoca stood against the Russians and not the Turks. This action produced that the university youth got back 36 valuable medieval codices from the Turks which were stolen in 1526 from the Royal Library in Buda.
