Today there is a growing demand among international students to study in Hungary, more specifically with the launching of Stipendium Hungaricum program in 2013. The number of international scholarship holders increases each year, but till now, we have no significant research results about their study motivations, research has focused only on institutional perspectives (Kasza, & Hangyál 2018). The motivation of students is an important research field in higher education, particularly because there could be various factors to motivate students studying abroad. The motives can be categorised as intrinsic and extrinsic. Our research question is, what are the main intrinsic and extrinsic motivational factors that encourage students to study in Hungary? We performed 15 qualitative interviews among international scholarship holders on postgraduate levels. We gathered semi-structured interviews with the help of an interview scheme with five main questions. The investigated dimensions include the following: 1. introduction and context of interviewees, 2. Reasons for leaving the country of origin, 3. Reasons for country choice, 4. Preliminary knowledge about Hungary, 5. Personal expectations. After the data collection, we analysed texts with open coding process in which line by line and word for word was analysed (Khandkar, 2009). Then we were able to form a typology of motivations and we found subcategories within the intrinsic and extrinsic classification.
Within a special focus on the geographies of student mobility, in this text, Suzanne Beech explores international students' insights about their own academic decisions in a crucial moment of globalisation and internationalisation of the higher education.
Most Education systems propose policies in pro of the benefit of society. However, successful application of these is unknown in consequence considering teachers voices is needed to understand the situations in the classroom. This study analyzes some English language teachers’ stories that served the purpose to construct themselves as professionals of language education facing the dichotomy of inclusion and exclusion placed by the mandates of the Colombian education system. The theme of Language Teacher Subjectivities, in this article, is conceptualized and discussed as the alternative’s teachers have within their reach to use their own theories regarding language teaching and learning. Reflecting retrospectively and prospectively on meaningful school experiences related to the language teaching activity to tackle the dichotomy, the research question that guided this study was: What do language teachers’ narratives portray about their professional subjectivities in relation to inclusion? From a narrative perspective, narrative interviews and a professional life history timeline was analyzed using short story analysis focusing on when, when and who as meaningful in the data and finding that the participants comply with the multidimensional view of the subject. The narratives depicted that the corporal dimension, social-affective dimension, cognitive dimension, and ethic-moral dimension are part of the teachers’ professional subjectivities in the frame of Colombian inclusion policy.
This research report has the purpose to inform the audience about the methodological qualitative part of a study being conducted in a Hungarian university. In the last decade the Hungarian government has created opportunities for internationals to fit into the internationalization trend in education. Following these initiatives through the lens of the students is a convenient form to understand the impact of its application. The university where the study is conducted has a good reputation and of preference for international prospect students, becoming the ideal spot to research about the process of integration of international students in two aspects, academic and social. The understanding of this thematic required information collected through qualitative interviews which were conducted with students from different faculties, countries, majors, and levels of study. The findings revealed that students are satisfied in terms of social integration and gaps are found to fulfill their academic integration. The information is a relevant and important source of input for educational organizations in Hungary which are working continuously to increase the enrollment of international students, especially in the pandemic situation.
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