No abstract

Higher education is struggling with the consequences of "mass production" that has become characteristic in recent decades. The challenges include large group sizes, impersonal teacher-student relationships, an increase in the number of students with specific learning difficulties. Our research and development project (EFOP-3.6.1-16-2016-00012) aims to help teachers in economics programmes in the formation of attitudes supportive of students and in the development of the efficiency of teaching. We intended to explore teachers' perceptions of the students, with special attention to their motivation and the characteristics of the learning. We were curious whether teachers identify various student types, and if they take into consideration them in their teaching activities. (We asked students to provide self-characterisations along the above mentioned factors in order to make a comparison between the teachers' and the students' perspectives possible.) We surveyed teachers of six Hungarian universities. The questionnaire was completed by 210 university teachers. We also supplemented the above with the qualitative analysis of 42 in-depth interviews conducted with teachers. Almost all teachers agreed that there is a perceptible increase in the differences between students. The teachers' responses outlined a few student types, as well as some typical attitudes in reaction. While the majority of the teachers approach the experienced phenomena as a challenge, or at least as a task to tackle, and are therefore actively looking for solutions, a smaller proportion considered them as unsolvable problems, and therefore do not even experiment with solutions. The interviews with the teachers shed light on the significant differences in terms of how nuanced the teachers' images of students are. We incorporate our findings into trainings for teachers.

A szerzők tanulmányukban többéves kutatómunka eredményeként komplex módon mutatják be a magyar gazdasági felsőoktatásban megvalósuló tehetséggondozást, s ezen belül a tudományos diákköri mozgalom helyzetét. A tanulmány céljai között szerepelt a tudományos diákköri (TDK) konferencia szerepének és történetének bemutatásán túl a TDK országos vezetői, a tehetséggondozásban élen járó egyetemi oktatók, valamint az egyetemi hallgatók helyzetfeltáró véleményének megismerése a mozgalom jelentőségéről és a tehetséggondozásban betöltött szerepéről, az érintettek részvételi motivátorairól. Ezen összetett célrendszer betöltése többféle kutatási módszer bevonásával vált lehetővé. Tanulmányuk eredményeként megállapítható, hogy a TDK, mint a tehetséggondozás egy formája, magában foglalja a belső motiváció erősítését, valamint az anyagi és erkölcsi ösztönzők biztosítását is. Lényeges megállapítás az, hogy az oktatók és hallgatók TDK-mozgalomhoz való viszonyulását összességében az intézményi kultúra erősen befolyásolja.

The economic importance of voluntary work has been exceedingly appreciated in the last few decades. This is not surprising at all, because it is highly profitable according to the related estimated data.There are 115,9 million people doing voluntary work only in Europe, which means that they would create the world`s 7th biggest economy with EUR 282 billion value creation if they formed an individual state. The organizations know that voluntary work has several advantages apart from the economic benefits. It is profitable both for the society and for the individuals as well. Several researches have proven that voluntary work positively influences the development of the personality, because the key-competencies -such as: co-operation, empathy, solidarity, conflict handling, problem solving, etc. -expected in the labor market can be improved.