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Évente több, mint százezren jelentkeznek, s bő nyolcvanezren jutnak be a hazai felsőoktatási intézményekbe, azonban a diplomáját nem mindenki kapja meg a várható időben, sőt, sokan vannak, akik egyáltalán nem szereznek diplomát. Az Oktatási Hivatal statisztikái alapján felállítható egy rangsor, hogy mely szakokon mekkora a sikeresen végzők és a lemorzsolódók aránya. Az informatikai képzésekben a hallgatók harmada nem fejezi be időben a képzést, s csak minden második kap diplomát. A pedagógus-és a művészeti képzésekből viszont mindössze a hallgatók negyede esik ki. Sok oka lehet annak, hogy egy hallgató nem fejezi be elkezdett tanulmá-nyait, lehet az financiális, képességbeli, magánéleti, de a motivációs tényezőknek is szerepe lehet. Vitathatatlanul fontos cél a lemorzsolódás csökkentése, több értelmezés és beavatkozási koncepció született ennek megoldására, ugyanis a lemorzsolódási arány majdnem kétszerese annak, amin túl már komoly problémának számít a jelenség. Jelen tanulmány célja hozzájárulni a hallgatói lemorzsolódás jelenségének értelmezéséhez, illetve a lemorzsolódás hátterében meghúzódó okok vizsgálatához a Debreceni Egyetem Gazdaságtudományi Kar hallgatói létszámadataira támaszkodva.1

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Changes in higher education in Hungary are strongly related to those in the economic and social environment. Since the change of the political system in the late 1980s, Hungarian economic development has been marked by periods of contraction and expansion. Notwithstanding this process, influenced in part by the state's imposition of restrictive policies to control economic growth, the need for higher education has continually grown. The number of tertiary students increased fourfold between 1990 and 2003, and the student-teacher ratio increased from 5.9 to 16.5-more than two and a half times. By 2005 more than 40 percent of the appropriate age group participated in higher education. In Hungary these processes-such as growing needs and fewer resources-occurred within a decade and simultaneously, while the same processes were consecutive and lasted for a longer time in the West. Since other significant issues of higher educational policy remained

Background and aims: Higher education was reformed through the Bologna Process with the hope that an increasing number of students will get a degree faster than before due to the short cycle of bachelor's programs. However, the change in structure has not reduced student attrition in Western Europe. Even in the 2010s, understanding the phenomenon of attrition is one of the most significant challenges in higher education research. In Hungary, almost two fifths of bachelor's students and one fifth of master's students leave higher education without earning a degree. Methods: When examining student attrition, we may use data on institutions or individuals. Institutional data reveal the proportion of those who continue their studies without interruption (retention), while data on the individual level allow the investigation of students' expectations about their own chances of getting a degree (persistence). Results: By comparing attrition rates among those who pursued higher education in 2010 and 2014 at different faculties (data from the Higher Education Information System-FIR) with data from a regional student survey (IESA database), we have found that faculties with high retention rates also demonstrate a large proportion of self-reported persistent students. Furthermore, we have explored the effect of individual traits (demographic characteristics and socioeconomic status), institutional factors (size, selectivity, maintainer, and prestige), and embeddedness (multiplexity and strength of different social networks) on student persistence. Conclusion: We have shown that institutional factors and embeddedness have a more significant impact than demographic and social characteristics, which individuals have before entering higher education.

The purpose of this paper is to establish what sociodemographic and institutional factors cause students to drop out, become uncertain about their intentions to obtain a degree, or confidently advance towards the fulfilment of their ambitions. Our analysis is based on the combined databases of large-sample questionnaire surveys carried out among former students who dropped out from higher education institutions in an eastern region of Hungary as well as those carried out among current students. In addition to bivariate methods, we conduct multinomial logistic regression analysis to explore how students’ gender, social background, the funding of their training, willingness to do paid work alongside their studies, and relationships with academic staff and fellow students affect the chance of dropout, the risk of dropout, and persistence. In contrast to previous studies, which have mostly identified those at risk of dropping out of higher education and have primarily focused on the deficiencies of institutional integration, our novel results show that the actual dropout rate is at least as influenced by students’ unfavourable social background as it is by institutional factors.

There are about 3 million Hungarians living as minority abroad in seven countries of Central Europe. Our research covered higher education with Hungarian medium of instruction in four countries where Hungarians still live in homogeneous blocks. The main points of our analysis were how the progressive assimilation effects on their perception of their life prospects, since we suspected that the controversial relationship between national identity and citizenship still has its negative effects on subjective factors of their life. For our investigation, we compared the families' social status, the students' academic careers, and their future career plans, their views on the meaning of their lives and on generalized trust as well as their religiosity. A subsample of students from Hungary was also involved in the comparison. We analyzed data on 1739 students. We concluded that progressive assimilation did not coincide with positive prospects.

There is a vast amount of research in many countries on what motivates full-time students to enter the labor market, and how this affects their future employment, but these phenomena are hardly ever examined from the perspective of university faculties or student job centers, i.e., the other two parties involved. The novelty of this research is that we took into account students’, faculty members’ and student job centers’ perspectives. This article reports on a study that investigated the social and organizational factors of student employment in Hungary. Fieldwork in 16 student job centers and a content analysis of 23 interviews with students and 7 interviews with faculty members were conducted. The qualitative data collected provides detailed information on how students find jobs and combine work with study. According to student perceptions, term-time work contributes to their employability. This study has also identified factors that might lead to an increased dropout rate. Furthermore, research results suggest that the conservative structure of higher education is incapable of reacting to new social challenges.