Interconnection of organizational learning and innovation in the subsystems of the Hungarian educational system
This empirical study is part of the OTKA-financed „The Emergence and Diffusion of Local Innovations and their Systemic Impact in the Education Sector” project. We discuss the results of the preliminary data gathering which started in the autumn of 2016 reaching 4241 public educational institution, 513 departments/institutes and doctoral schools from higher education and 99 private for-or non-profit educational institutions. The respondents (leaders of these institutions) reported innovation activity and practice and organizational learning processes. This study is a detailed introduction to the creation of two composite indexes: innovation index and organizational learning capacity which created by semi-confirmatory factor analysis. Furthermore this study analysis the relation of these variables and difference between subsystems of education. Innovation activity and organizational learning capacity appears as two different constructs in this study which, in contrast to previous studies, doesn’t show strong positive correlation, instead signifies two different processes. The parallel operation of the two processes seems to be desirable in terms of effectiveness, which relationship will be discussed in terms of ambidexterity theory.
Keywords: Innova Research, organizational learning, innovation, organizational ambidexterity, semi-confirmative factoranalysis
Forming and reforming initial teacher education are generally conceptualized in the paradigmatic and theoretical framework of adult learning. Lifewide learning has been of primary importance in the era of reflective modernity. Hence, the condition of an ongoing reflective approach to making complex decisions requires teachers’ continuous professional development (CDP). This paper thus focuses on the connections between the models and strategies of adult learning and the practice of reflective mentoring in pre-service teacher training. First, it gives a brief educational policy overview, which is followed by the authors’ analysis of the intersections among conceptual systems, structures, aims, expected competencies and content knowledge of adult learning and mentoring pre-service teachers. The paper further investigates the generative roles and functions of these elements that characterize the multidimensional nature of learning. As found in the relevant literature, self-directed learning is best supported by developing reflective thinking in the mentoring process. Finally, the authors raise questions for further research about the potential benefits of the “collaborative triangle” that is formed by the mentee, mentor, and the teacher educator.
Keywords: reflective mentoring, adult learning, lifewide learning, continuous professional development, self-directed learning
Why is teacher education? Educational motivations for teacher education of technical school students in the Carpathian Basin
Our survey analyses the motivations of minority and mostly Hungarian students of technical schools (with especial regard to pedagogical training) of five countries (Hungary, Serbia, Romania, Ukraine and Slovakia) upon arriving into higher education and their selected programmes. Our objective is to reveal the societal factors influencing the motivations related to higher education training, institutional and programme preferences amongst the technical school students of this special region (what patterns appear behind the motivations) and also what influencing effects do these motivations and the socio-economic status have in relation with the fact that a student chooses a pedagogical training. The IESA research database has been utilised for our analyses (N=2017). In the scope of the research, the students of 13 higher education institutions have been analysed in 2015: three-three are situated in Hungary within the Northern Great Plain Region and in Subcarpathia (Kárpátalja), four (affiliated departments included) in Transylvania (Erdély) and the Partium, one in Vojvodina (Vajdaság) and two in Upper Hungary (Felvidék). Technical school students from smaller towns tend to choose pedagogical training in higher proportions; learning in Hungarian (their mother tongue) is an important motivational factor mainly for students from beyond the border. Application for pedagogical training is primarily influenced by individual motivations irrespective of the institutional background.
Keywords: technical school students, teacher education, further education motivation, entering higher education
An attempt to understand student dropout in higher education: an institutional case study of student departure
Thousands of students apply to domestic higher education institutions every year, however not all of them receive their degree at the expected time; many of them do not even graduate. According to the statistical data of the Educational Office, a ranking can be established for each course based on the ratio of successful graduates and dropped out students. It courses are at the head of the ranking, one-third of the students do not finish their training on time, and only every second student graduates at all. However, in the case of pedagogic and artistic courses, only one-quarter of the students are unable to finish. There are many reasons for a student not to graduate; it might be financial, intellectual or even personal, a private family matter, but motivational factors might also have a role. Reducing the drop-out ratio of students is an indisputably important objective; multiple interpretations and concepts of intervention have been elaborated to solve this, because the ratio of dropped out students is double of the level where the phenomenon qualifies as a serious problem. The objective of present study is to contribute to the interpretation of the drop-out phenomenon that is experienced amongst the students of the Faculty of Economics and Business of the University of Debrecen and to the analysis of the reasons behind it.
Keywords: higher education, dropout, retention
The language teacher’s role in motivating adult learners’ of English in a corporate environmet: Lessons learnt from three studies
Several studies confirm that teachers play a significant role in motivating language learners (e.g., Mezei&Csizér, 2005; Radel, Sarrazin, Legrain, & Wild, 2010; Dörnyei&Ushioda, 2011). In spite of this, very few empirical studies have been conducted with adult learners in an English as a Foreign Language (EFL) setting. Some exceptions are Shoaib and Dörnyei’s (2005), Szaszkó’s (2007), and Murray’s (2011) studies. However, none of them addresses specifically the teacher’s role in motivating adult learners of English in a corporate environment. My paper attempts to fill this niche by presenting the results of three recent studies. (1) an interview study (N=17) which investigates how the motivational dispositions of corporate English learners have changed since the political changes in Hungary in 1990 to the present day, (2) a quantitative questionnaire study (N=127) measuring adult learners’ attributions, (3) a validation study (N=5) presenting the validation of a research instrument. The results of all the studies above have confirmed the significance of the teacher’s influence on motivating learners of English.
Keywords: adult language training, corporate language training, motivation, attribution
Current issues concerning the label market (re)integration of people with disabilities in the context of adult education – Part 1.
Examining the training opportunities for disabled adults is justifiable for several reasons. The economic activity of the disabled people is very low, their employment is significally lower than the employment indicators of the society’s majority and the employment data from the European Union average. The low employment rate of the target group can be explained by their relatively low qualification. The role of adult education therefore – both in training and in terms of over- and training forward – is very dominant. The most important step for their integration to the labour market is the improvement of their employment, which can be reached primarily by their integration into the training. For this, the accessible educational-training infrastructure, special trained experts, providing increased personal, material and methodological conditions are essential. During in my work and my research it was clearly demonstrated that interpretation problems can be experienced in the legal obligation’s implication and providing equal access is solved only in rare cases. The main cause of this, the adult education institutions does not have the physical conditions for the effective training for the disabled people and preparedness of the experts at these institutions are deficient in the area providing equal access. We can highlight from the EU and other international organizations’ lifelong learning concept that the adult education should serve for both economic and social goals.
Keywords: special andragogy, people with disabilities, reduced capacity to work, adult education, multiculturalism and adult education
The aim of this study is to give an overview of the role and the possibility of knowledge management related to the support of workplace learning. We overview shortly the theories of workplace learning and organizational learning and their relationship. Nowadays the basic requirements of competitive operating for the organisation are the knowledge and developing and exploitation of this. The purpose of knowledge management is a systematic and organised improving the organisation’s ability to mobilise knowledge to enhance performance. (KPMG, 2003) Especially we examine knowledge management as a potential tool for supporting workplace learning and investigate the common role collaborative media tools play in knowledge management, workplace learning. The spread of flexible working time, telecommuting and the massive presence of ICT tools in the world of both work and leisure reframe the workplace learning habits. At the end of the study we attempt to highlight the need of new approach about workplace learning. In the “anywhere anytime” work the key is for organizations how to can manage their knowledge, how to takes place knowledge-sharing among colleagues and what are the opportunities for development of their knowledge.
Keywords: workplace learning, knowledge management, adult learning, collaborative media
Doctoral studies in Hungarian higher education have a strong focus on developing researcher identity, and give less support for preparing on teaching duties even though doctoral students will provide the new workforce in academia. This study explores doctoral students’ opinions about their teaching roles and experiences based on a survey conducted among Hungarian doctoral students. The results reveal that the system supports the socialization of “professional scholars and amateur teachers” (MacLaren, 2004) asdoctoral students associate teaching performance more with personality traits and less dependent on expert knowledge. International trends on academic professionalization show a strong emphasis on teaching and learning scholarship consequently in the changing process of Hungarian doctoral training system we should pay more attention to develop students’ ex – pertise on teaching.
Keywords: doctoral students, teaching and learning scholarship, professionalization of teaching in higher education
Drama in education: is it a way of learning through action? Does it embody social integration or inclusion? Is it a young and engaged discipline aiming to develop multicultural education and the concept of pluralism and democracy in schools? Is it both a system of education and a criticism of the current education system at the same time? Does it provide a stage for social participation? It would appear that Hungarian educational practice has not yet utilized the problem-based learning potential of drama. We should take into consideration the fundamentals of learning theories of drama. Daily educational practice, as well as several national and international studies, shows how effective drama can be. The success of its educational applications is based on the personal skills and strategies of the drama teacher. The facilitator can help the participants share and understand their experiences on personal and social levels. This paper is intended to show the diversity of contemporary applied drama and makes reference to international trends and expertise.
Keywords: drama in education, applied drama, problem-based learning, drama-based research, arts-based intervention