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• Broader context of bullying: from the aspect of several school level and social level variable

  65-79

  Dóra Várnai

  Emese Zsíros

  Ágnes Németh

  Views:

  22

  Bullying is a widespread phenomenon in school communities. Although there are significant differences in prevalence between schools, regions and countries. Bullying is a complex problem that is related to several individual, family, school level and social factors. The data was collected in the last survey (in 2013/2014) of the Health Behaviour in School Aged Children Study (HBSC) that is a WHO coordinated nationally representative study. 4 types of bullying involvement was determined: bully, victim, bully-victim and not involved. The ratio of these types was analysed related to the variables of family affluence, school type and type of school administration (state, religious or other) There are no significant differences in the ratio of bullying involvement according to the school type, but there are significant differences according to type of school administration or cathegories of family affluence. Although social-cultural differences doesn’t seem to be key factors of bullying they might have stong contribution to its understanding and designing effective prevention programs.

• The Rethinking the public in Higher Education: Communitarian Engagement vs. Service-Based dependency

  79-108

  Gyöngyvér Pataki

  Views:

  51

  There has been structural change in higher education due to the impact of institutions built or maintained in private public partnership. The aim of the paper is to give a deep insight into how these institutions could accomodate or shape the public higher education sector’s discouses, spaces, procedures. The research used mixed method to approach this complex question from a multidisciplinary perspective (sociology, education). Within this framework two residential halls were chosen and 17 interviews were carreid out with all relevant figure of the management. Due to the analytical tools of Maxqda 12 the qualitative results will be presented giving an insight into the differing discourses and practices of the public vs. private-public management. Based on the analysis of the managerial interviews it is safe to state that the public management struggles to balance a communitarian, democratic discourse and objectives with the requirements of efficiency and accountability. The presence of private-public management unintendedly shapes its public counterpart. The institutional analysis revealed that due to the swiftly changing institutional and policy environment residential halls are forced to be efficient leading to difficulties in managerial legitimacy and questions concepts such as community, conformity, commitment and action. Under the circumstances of increasingly growing institutional service-based dependency and control, academic consumers, institutions and students alike, paradoxically avoid integrating into macro groups. As a consequence, the institution encourage and educate student into a particular type of citizenship based on communication and consumerism rather than consensus.

• Types of fathers’ home-based and school-based involvement based on an interview study

  119-139

  Zsolt Csák

  Views:

  95

  In this study, we examine fathers’ home-based and school-based involvement to assist the development and achievement of their children. The international literature suggests that fathers are less involved than mothers, and the form of their involvement is also different. However, their home-based and school-based involvement has been shown to have similar positive effects on children’s educational outcomes. We examine the forms of parental involvement based on the typology created by Epstein and Sanders. In our empirical work, we conducted 14 semi-structured interviews with fathers with young children and aimed to delineate father types based on the forms of involvement by conducting a classification of the interviews. Our results show that the first group of fathers are only involved at home; they do not participate in school-related events with their child but report being actively involved in their child’s education and school-related activities at home. Fathers in the second group, on the other hand, are involved not only at home but also in school life. The third type is made up of divorced fathers who, with one exception, are involved at school and at home, which is consistent with the findings in the literature on single fathers with children. In this study, we also attempt to answer the question of how to increase fathers’ school-based involvement. According to the interviewees’ answers, their activity could be encouraged through support from their wife, greater self-confidence, and events organised by schools which are more suited to fathers (sports events, cooking together).