Different Forms of Civil Activity and Employment in Hungary and Abroad, and the Development of Student Drop-out

Abstract

Young people involved in higher education have created a specific culture, to which, in addition to their studies, social and cultural activities associated with university life are also related (Kozma, 2006). Among these activities, student employment and participation in civic organizations should be highlighted. Voluntary and paid work among higher education students is increasing. These activities have several advantages in terms of future benefits; however, the attracting role of the labour market is one possible reason for dropout. In our current research, we emphasize the role of employment and civil activity in the development of student dropout. Masevičiūtė et al. (2018) found that a quarter of students stopped studying for work-related reasons. In addition, a negative perception of the marketability of the course they are on may lead to the interruption of university studies. In our study, we analysed the extent to which students are willing to interrupt their higher education studies in exchange for voluntary work. In our current research, we examined how often and for what reasons students who dropped out did paid work and volunteering during their studies.

Administrative data analysis of student attrition in Hungarian Medical Training

“…Analyses were done with the IBM SPSS Statistics 25.0 program package (SPSS, Chicago, IL). The limitation of our study is that our analysis focused on the year 2010, because the data is owned by the ministry and -exceptionally -we received data for that year, however, our previous ndings, based on questionnaires and interviews also con rmed the results presented here [1,21,22].…”

The Role of Student Employment in Persistence and Efficiency in STEM Higher Education

“…within the framework of the present research. However, based on the literature (Bocsi et al, 2019;Markos et al, 2019;Kocsis & Pusztai, 2020), these variables could also have significantly influenced our findings. The differences between the STEM fields indicated that in further research, it might be worthwhile to examine the non-STEM training courses separately as non-STEM courses have a different training structure and curriculum due to their diversity (humanities, law, economics, medical courses, etc.).…”

“…According to the literature, some STEM courses have a proportion of student employment above the average (Hámori, 2018;Masevičiūtė et al, 2018), and these courses often aim to acquire more practical and specific skills than non-STEM courses. Thus, we expected that students' employment in contrast to the average observed trends (Kocsis & Pusztai, 2020;Markos et al, 2019) does not hinder students' academic progress.…”

“…Post-expansion, market-oriented higher education is also characterized by the fact that some more marketable training courses come to the fore and others are pushed into the background, leading to a weakening of intelligentsia formation functions (Castro & Levy, 2001;Bocsi, 2019). The expansion is also accompanied by a heterogeneous student base and significantly higher dropout ratios, accompanied by a severe loss of resources for both students and institutions (Bocsi et al, 2019;Markos et al, 2019;Kocsis & Pusztai, 2020;Pusztai et al, 2019). STEM, i. e. science, technology, engineering, and mathematics training, has been given a prominent role in market-oriented higher education, emphasizing the labor market's needs.…”

Lemorzsolódók tegnap, ma és holnap

“…Az egyszerre többféle problémával is küzdők száma indokolttá tette, hogy külön csoportként kezeljük őket, de leginkább az első két típus hátrányai összefonódva okozták kudarcukat. A lemorzsolódott hallgatói típusokat az iskolai pályafutás, a tanulmányi tapasztalatok, a család tanuláshoz való viszonya, a pályaorientáció, a felsőoktatási tanulmányi és társas tapasztalatok, a versengő tevékenységek és a szocioökonómiai jellemzők alapján hasonlítottuk össze (Markos-Kocsis-Dusa 2019;Váradi-Demeter-Karászi-Kovács 2019). A lemorzsolódottak képzési terület szerinti összetétele jellegzetes, a leginkább érintettek a műszaki, informatikai, gazdaság-és jogtudományi, orvos-egészségtudományi területen tanulók.…”