I am a sociologist, recipient of the Ferenc Gazsó Memorial Prize. I received my PhD in educational studies. In the focus of my research stand resilience. I investigate students who enrol higher education with outstanding input achievement despite their social disadvantages who are called „students with resilience potential”. The „potential” attribute is a kind of differentiation which is valid in the context of tertiary education and refers to the fact that successful enrolment is just a promise (potential) and not a guarantee for the resilient career at this level. Another focus of my researches is drawn to the higher educational talent development and its social openness. I have a huge experience in the field of educational sociology through 33 national and international research projects related to public and tertiary education such as graduate career tracking, shadow education, social cohesion, teacher training, special need education, disadvantaged situation, catching up programs, talent development, added value, learning regions, and resilience. Currently, I am an assistant lecturer at the University of Debrecen. I worked as a scientific researcher in the Hungarian Institute for Educational Research and Development, in the Center for Higher Education Research and Development (CHERD-Hungary, University of Debrecen), and other research centers.
During my master studies, I joined to the work of the CHERD research group because of the suggestion of my supervisor and mentor, Professor Ildikó Szabó. As a full-time PhD student of the Doctoral Program on Educational Sciences, I investigated the characteristics of student mobility at the University of Debrecen in the further investigations of the research group. The regular surveys of the research centre provided for me the possibility to explore the learning mobility of the students of the University of Debrecen in a time series analysis. Student mobility includes a significant part of the progress of the internalisation of higher education, and it is often measured in education policy researches and higher education researches as well. Firstly, I investigate the progress and factors influencing taking part or stay out of student mobility and the differences between mobile and immobile students in my researches.
My name is Katalin Godó. I started my PhD studies at september, 2019. My research field is to examine the mentoring process and its effect to the mentor and the mentored. Especially, I am interested in mentors in the university. I am curious about wich competencies needed for the mentor to do their job appropriately, and what kind of difficulties they face during their job. I would like to examine the TMO (Teaching for Hungary Mentoring Program). My supervisor is Tímea Ceglédi, PhD.
My name is Anett Hrabéczy, I am a PhD student at the Doctoral Program on Educational and Cultural Sciences. I am a member of the CHERD-Hungary research team since my Educational Sciences Master studies. My research field focuses on students with disabilities and learning difficulties in higher education and labour market. I started to examine this topic during my master studies, and I achieved 1st place at the XXXIV. National Scientific Student Conference with my thesis on this subject. My supervisor is Professor Gabriella Pusztai, PhD.
I am Zsuzsanna Demeter-Karászi, a PhD student in the Doctoral Program on Educational and Cultural Sciences. Regarding my profession, I have English-Hungarian bachelor degree and Multilingualism and multiculturality master degree that I made at Partium Christian University in Oradea. During my studies, the semester spent in Switzerland at the University of Fribourg had a significant role.Thanks to the doctoral programme, I am an active member of the CHERD research team and I am also the managing editor of the Central European Journal of Educational Research journal.My research topic is the comparison of religious higher education institutions in Hungary and in the cross-border areas. Furthermore, I will investigate the religiosity of the students in the institutions as well.
I am Dr. Karolina Eszter Karolina Kovács, psychologist and translator (arts and humanities), also an assistant lecturer at the Institute of Education and University of Debrecen. Also, I am the managing editor of the Hungarian Educational Research Journal (HERJ) and editor of the Book reviews and Research papers. The focus of my research is drawn on the health and health awareness of adolescents examined through educational and psychological aspects. I investigate the distribution of the trends in health behaviour such as eating habits, health-damaging behaviour (mainly smoking, alcohol consumption and substance use), sport, and the psychological components such as anxiety, coping, and well-being. In my research, I focus primarily on a special group of public educational institutions called educational sports schools, which were also the focus of my dissertation. My research project is entitled "Health Behavior of Students in Sports Schools and Traditional Schools". My aim is to follow-up the composition, health awareness (health and risk behaviour) and academic achievement of students in upper secondary school sports, and to continually compare their academic and non-academic achievement with their peers learning in traditional schools.
I am Zsófi Kocsis, PhD student in the Doctoral Program on Educational and Cultural Sciencies, also an assistant lecturer at the Institute of Education and University of Debrecen. I was studying in Nyíregyháza then in Debrecen. I already made small studies during my bachelor studies; however, I acquired the knowledge of making high-quality research during my master studies on educational sciences). I started to explore the topic of students’ employment within the framework of the New National Excellence Program. The results were introduced at the 33rd National Conference of Scientific Students' Associations which was awarded first prize. My research is focused on the effect of student employment for dropout and the academic performance, achivement of students. Besides the tendencies of student employment, I examine the effect of work on the academic performance along different background variables. As a PhD student, in 2018 and 2019, I won again a recipient of the New National Excellence Program Scholarship. In addition, in 2020, I won Szent-Györgyi Young Investigator Award, with the support of The New York Hungarian Scientific Society.
I am the active member of the CHERD-Hungary research group since 2014. As a sociology bachelor student, my research topic was the investigation of the working motivation and working values of higher educational students involved in voluntary and paid work. As a social policy master student, I started to discover the secondary educational students’ attitudes toward community services that I currently measure with qualitative and quantitative methods. The main aim of my research is to measure whether community service can improve certain social and civic skills and abilities among students. I also explore whether it influences in the number of voluntary workers in a positive or negative way and whether it supports the secondary students in their career choices. I research the attitudes toward community services through a multi-factorial approach as I investigate the opinion of the parents, the coordinators of the receiving organisations and the secondary school teachers.
I am Zsuzsanna Márkus, secretary and researcher of the Center for Higher Education Research and Development, and PhD candidate of the Doctoral Program on Educational and Cultural Sciences of the University of Debrecen. In my researches, I investigate the minority Hungarian higher education outside Hungary. In the focus of my interest are standing the institutional environment and the students’ academic achievement of the colleges and universities of the region, besides the Hungarian educational institutional network and higher education options. The aim of my research program to measure with what intra-institutional and extra-institutional factors can the tertiary educational academic achievement of the minority Hungarian students be grabbed and how they fit to the current theoretical approaches of educational researches. In my previous analyses, I investigated the social background of the Hungarian minority higher educational students of four big cross-border regions, furthermore, the compound of their available sources, their academic career and their pathways on which they reached tertiary education. I also identified their intrapersonal and interpersonal relationships and which support them in their studies. I measured their institution and department selecting motivations, their academic engagement and their career prospects as well. I made comparative measurements with multivariate statistical methods in all cases. I compared the minority Hungarian students with each other, with majority and Hungarian students. Beyond the detailed investigation of my research topic, my aim was to discover whether coherent differences, which unambiguously alter from the majority of the mother country, can be deduced from student life according to which youth studying in cross-border HE institutions in Hungarian can be categorised as a coherent group. My results are regularly published in publications and conference presentations.
I am Laura Morvai, a PhD candidate in the Doctoral Program on Educational and Cultural Sciences in the Doctoral School of Human Sciences at the University of Debrecen. During the years of my doctoral studies, I investigated firstly the world of ecclesiastical schools; I measured some aspects of the extension progress which began in 2010 concerning both pedagogues and students. Secondly, I analysed the higher educational student's plans regarding further education and the educational values of teacher candidates. My researches were generally made in databases with huge samples; however, I made qualitative researches as well. I had the possibility to explore the pedagogues' further learning needs and plans, educational values and pedagogical aims. Regarding the level of the students, the attention was drawn firstly on their academic achievement. With my research colleagues, we measured the achievement picture of the different actors of an ecclesiastical secondary school, the disadvantage compensating role of an ecclesiastical school, the effect of the structural crisis of the families on academic achievement, and the further education demands and attitudes toward the ecclesiastical education of the teachers of religious schools. In my thesis, my aim was to discover the academic achievement of secondary technical and secondary grammar school students learning in the different sustaining sectors of the Hungarian educational system, drawing particular attention on the ecclesiastical sector with the differentiation of schools which were already ecclesiastical in 2010 and which became ecclesiastical only after it. To measure this, the data of National Competence Measurements in 2014 were used in the level of students, premises and institutions. During the analyses, different kind of statistical methods and multivariate analyses were applied. The dependent variables of the investigation were the points of mathematics and comprehension competencies, the outstanding extra-curricular activity, the graduation aspiration and mathematics and comprehension results controlled with the cultural capital of the family. Regarding the interpreting variables, enrolment possibilities of the premises, the structure and status of the students' family, the composition of the premises, the parent-school relationship and the effect of the school environment were measured. During my career, I have already been the coordinator of more researches; furthermore, I was the associate editor of an academic as well.
I am Katalin Pallay, a second-year PhD student in the Doctoral Program on Educational and Cultural Sciences in the Doctoral School of Human Sciences at the University of Debrecen. My research topic is Career tracking of Transcarpathian graduate students of the International Preparatory Institute. Student mobility is related to my research topic, and the learning mobility of the Hungarians living abroad into their motherland and the investigation of the Hungarian-Hungarian relations. In 2016, I joined the Center for Higher Educational Research and Development (CHERD) of the University of Debrecen and I became the member of the Hungarian Educational Research Association (HERA). Currently, I work as the assistant lecturer of the Pedagogy and Psychology Department of the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education and as the young researcher of the Lehoczky Social Sciences Research Center.
I am Barbara Éva Szabó, PhD candidate and the Education Organiser of the Institute of Educational and Cultural Management at the University of Debrecen. I graduated in Andragogy, Communication and Media Sciences, and Pedagogy Teacher Master Studies. During my university years, I supported the work of the institution as a demonstrator, a student with Republican Scholarship and later as a PhD student. My research topic is the appearance of vocational education in higher education. Firstly, I investigate the sociocultural environment, academic career and dropout chances of students learning in higher vocational education. In addition, the exploration of cultural sciences and the communication and civics and the possibilities of the methodological improvement of learning are in the focus of my researches. I was awarded the National Excellence Program Loránd Eötvös Student Scholarship in 2013 and the New National Excellence Program scholarship for doctoral candidates in 2017.
I am Fruzsina Szigeti, a PhD candidate of the Doctoral Program on Educational and Cultural Sciences (Doctoral School of Human Sciences) at the University of Debrecen. Regarding the negatively influencing factors on our nation’s demographical status, the migration potential among PhD students stands in the focus of my research. My aim is to discover the migration opinions of the PhD students, to create groups on this basis and to describe their characteristics. To recognise the background and motivation of the real migration as an activity, it is necessary to recognise the (self)selection of the (potential) migrants at the beginning of the progress. Who are those who suppose likely to settle down abroad for a longer or shorter time? Which factors can hinder their migration mechanisms? What kind of factors can determine their migration opinions: the so-called hard socio-demographical (gender, age, family status) and socio-cultural (educational level of the father and mother, socioeconomic status, type of settlement) background or one of the life quality dimensions which provide a more nuanced picture? The novelty of the research can be found in the mapping of connection between the migration willingness and the dimensions of the quality of life of the research group.
I am an assistant lecturer and PHD student of University of Debrecen. I graduated in master studies of Educational Sciences at the University of Debrecen. During my university years, I investigated education history: I discovered the path of life of the teachers who fought in the First World War and I analysed their letters that they sent home. After the graduation, there was a direct route towards the Doctoral Program on Educational Sciences where I changed my topic from education history to higher education policy. I undertook to investigate Community Higher Education Centres (CHEC). I explore what kind of student and educators the institutions of the North-Grate Plain have; furthermore, I find the answer to the question whether this institution can fulfil its economy developing role in the underdeveloped in the north-eastern regions which seems to lag behind.