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Bridging the Gap: Enhancing Communication and Productivity in Academic Relations – Emphasis on the Professor-Student Relationship
85-99Views:291This study highlights challenges in communication between students and academic teachers. In addition, it describes how the university working environment, with its positives and negatives, influences professors' working productivity. As part of a research project, interviews were conducted with lecturers from higher education institutions in Hungary and Montenegro. The respondents were asked about their teaching methods, experiences in common communication, and collegial, and administrative problems that cause stress. Through the interview method, this article provides a view from the inside of the academic individual personalities representing sometimes hidden perspectives of the collective. The study shows the importance of a proper professor’s approach to students and a healthy educator-student relationship. This research contributes to illuminating the multifaceted dimensions of communication in modern educational environments, as it provides a better view of the academic environment and helps in determining better ways of obtaining professor-student productivity.
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BETWEEN APPLIED AND PRACTICING ANTHROPOLOGY: A CASE STUDY OF INTENTIONAL COMMUNITY MAKING
Views:318This paper briefly observes the journey of this segment of the discipline of Anthropology as such, as well as the impact the social-political as well as cultural reality, had on it historically (Bennett, 1996). Furthermore, it is of great interest to distinguish, referring to scholars preoccupied with this part of the field, between academic, applied and action or practicing anthropology and its importance today (Nolan, 2003; 2013; 2017).
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Educational Policy Responses to Support Roma Students
113-121Views:138This study examines Hungarian educational policy measures implemented between 2015 and 2025 to improve the academic success of Roma students. Education is viewed not only as a means of knowledge transmission but as a key driver of social mobility and equality. Roma students face complex challenges rooted in social disadvantage, cultural differences, and systemic issues such as segregation and institutional discrimination. The paper provides an overview of major interventions, including compulsory early childhood education, the Complex Instruction Programme (CIP), community-based tanoda initiatives, the Útravaló Scholarship Programme, and Roma Special Colleges. While these programmes have yielded positive local outcomes—such as improved cooperation, reduced dropout rates, and enhanced access to higher education—their long-term impact is limited by underfunding, project-based approaches, and lack of systemic integration. The study adopts a critical perspective, highlighting the need for sustainable strategies, teacher training in inclusive pedagogy, community involvement, and comprehensive monitoring systems. Recommendations include strengthening teacher education, promoting integrated social support, and ensuring Roma participation in decision-making. The findings underscore that only systemic, long-term measures can effectively reduce educational inequalities and foster genuine social inclusion for Roma communities.
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Perceptions of University Students on the Role of Roma Student Societies in Higher Education
97-114Views:265As a result of the expansion of higher education, the student population is becoming more diversified, with students who are the first in their families and communities to undertake a university degree. Minorities defined as Roma have been an integral part of Europe since the Middle Ages, but their educational attainment lags behind the general population, and they are still under-represented in higher education. The study analyses the perceptions of mostly Roma students who are on the path of social mobility in their formal education and the non-formal community (Roma student societies) that provides targeted support for their academic progress. The study involved the members of the network of Roma student societies in Hungarian universities in questionnaire format research (N=300, n=182). In this study, the implicit ideas of the participants about the university and the Roma student societies are inquired into, exploring the similarities and differences in the function of the two institutions, and analysing the role of the Roma student society in social mobility. The data were processed using a qualitative analysis strategy, thematic coding. The results shed light on the functions of the university, which is a formal space, and the Roma student society, which is a non-formal socialization space. The university was associated with formal learning and socialisation, while the Roma student society was associated with experiential, action-oriented, non-formal space. The respondents perceived the university, but especially the student society, as a positive experience. Our study reveals the perceptions of the pedagogical programme of the Roma student societies. The Roma student society is compared to the relationships experienced in a family; the Roma student society is seen as a continuum of the sense of security provided by the family. Through the responses of Roma students, this study highlights that non-formal small communities in universities are effective means for the successful advancement of underrepresented groups in higher education, which supports a positive experience of their mobility.