Values and attitudes in the world of higher education

Bulga ian Jou nal o Science and Educa ion Policy (BJSEP), Volume 7, Numbe 1, 2013 VALUES AND ATTITUDES IN THE WORLD OF HIGHER EDUCATION Ve onika BOCSI Uni e si y o Deb ecen, HUNGARY Abs ac . The beginning o mass highe educa ion in Hunga y goes back o he 1990s, and as a consequence o his p ocess g ea di e ences ha e a isen in he p es ige o he ins i u ions and acul ies. The sample o ou analysis is d awn om he highe educa ional ins i u ion ha ing he la ges numbe o s uden s in Hunga y, he Uni e si y o Deb ecen. In he cou se o ou analysis h ee subsamples ha e been c ea ed by means o he uni e si y’s i een acul ies (g oups o s uden s a ending acul ies o high, medium and low p es ige), and in hese subsamples he s uden s’ alue p e e ences, hei expec a ions abou highe educa ion and hei mo al beha iou and p inciples wi hin he ins i u ion ha e been mapped. In ou analysis he 2012 da abase o HERD Resea ch 1) has been used. In he ield o alue p e e ences ou esul s e ealed, in a sligh ly su p ising way, no he di e ences be ween he acul ies o low and high p es ige, bu he medium g oup’s p e e ences ejec ing peculia ma e ial alues, while conce ning mo al p inciples he loose no m sys em o he acul ies o lowe s a us could be obse ed, which was accompanied by ma e ial app oach and, in a sligh ly su p ising way, an image o eli is highe educa ion. Keywo ds: alues, highe educa ion, ull ime s uden s, lea ning, beha io In oduc ion Ou s udy is in ended o examine he connec ion be ween he wo ld o alues and highe educa ion. The heo e ical ames a ec he logic o scien i ic li e, he a achmen o he di e en segmen s o highe educa ion o i , he p es ige and mobili y o he di e en acul ies and he na u e o he econ e sion o he middle class and he eli e. In he empi ical sec ion o ou wo k hese issues ha e been examined by means o a s uden sample which co e s he di e en segmen s o di e si ied highe educa ion, and is he eby capable o app oaching he connec ion be ween he wo ld o alues and highe educa ion h ough hese il e s. In he cou se o he s a is ical analyses c oss abula ion analyses, a e ages, a iance analysis and ac o analysis ha e been used. Ou esea ch is based on he sample o he ins i u ion ha ing he la ges numbe o s uden s in Hunga y, which is ep esen a i e o acul ies. 2) Connec ion be ween highe educa ion and alues The ins i u ional ne wo k o highe educa ion be o e i s becoming mass, which was closed o wide laye s o he socie y and could be desc ibed wi h he mechanism o eli e educa ion, mus ha e displayed a mo e uni ied image om he iewpoin o alues han oday’s agmen ed highe educa ional ne wo k, in which di e en ins i u ional ypes, s uden s wi h di e en sociocul u al backg ound and lec u e s wi h inc easingly di e en sociocul u al backg ound appea . Wi h peculia wo lds o alues bo h he ce ain popula ions and he ce ain ins i u ions can be desc ibed, as i is by no means he same wha social g oups o m he dipping base o highe educa ional ins i u ions om which s uden s a e ‘li ed’ in o he ins i u ions, as he alue p e e ences o he di e en laye s ha e di e en cha ac e is ics. This s a emen mus also be ue o he di e en e hical sys ems. The alue p e e ences o ce ain sociocul u al g oups o m a complica ed cons ella ion wi h hei en i onmen al condi ions, cul u al and eligious codes and i he composi ion o he s uden s changes, he a mosphe e and he sys em o ules and no ms a he uni e si ies and colleges also change. Wi h he ad ance o mass highe educa ion he s a o lec u e s can be desc ibed wi h he same endencies, as he ins i u ional ne wo k, which has conside ably expanded wi hin a sho ime, equi es he apid expansion o he s a o lec u e s, which ine i ably in ol es, howe e , he popula ion’s becoming dilu ed. The o mal o ganisa ions o he ce ain ins i u ions can also be desc ibed wi h ce ain wo lds o alues. The p e e ences held can be de ec ed om he mission s a emen o he ins i u ions, bu i s elemen s, decla ed o hidden, appea in he image o uni e si ies and colleges, and can also be g asped in he objec s and symbols. The highe educa ion being sa u a ed wi h alues in he egion o ou examina ion is also indica ed by he appea ance o highe educa ional ins i u ions un by he chu ch a e he end o communism in 1989, in which he he educa ional o e in many cases can be desc ibed wi h p osocial and communal cha ac e is ics. In he o ma ion o he wo ld o alues o highe educa ional ins i u ions hese h ee sphe es (s uden s, lec u e s and o ganiza ions) a e p esen in e wined, and hey c ea e he peculia a mosphe e o he uni e si ies and colleges oge he . I he p e e ed alues o one o he se s change, i shi s he al eady o med sys em owa ds some new di ec ion. F om he iewpoin o alues he de elopmen o mass highe educa ion gene a es changes in he case o all he h ee ields men ioned abo e. Webe (1989) desc ibes he logic o scien i ic wo ld as a a ional, logical o de , in which he causal ela ions and no he in ui ions play he main ole. In he hie a chical wo ld o highe educa ion he ealiza ion o a lec u e ’s ca ee comes up agains se e al di icul ies, he solu ion o which equi es pe sis ence, pe spec i e hinking, se ing speci ic aims and enuncia ion. I his concep is ma ched o Schwa z’ (1992) model (Fig. 1), which shows he a angemen and posi ion o alues in compa ison wi h each o he , he logic o science is connec ed o he sphe e o in e es en o cemen and sel - ealiza ion, and a opposi e poles se s such as, o ins ance, secu i y and adi ion, and con o mi y can be ound. Bene olence is also loca ed ela i ely a om his g oup o alues. Fig. 1. Schwa z’ model o uni e sal human alues (Rice, 2006) Conside ing he di e en uni e si y concep ions his idea o scien i ic li e is in ha mony wi h he classical image o uni e si y, be o e i s becoming mass – a highe educa ional ins i u ion p epa ed o eli e educa ion can indeed much less be ela ed o, o ins ance, social alues. The na u e o his peculia cha ac e mus be aced back o qui e a lo o ac o s, om which he social backg ound o he s uden s and he lec u e s, and also he econ e sa ional unc ions o he ins i u ions can be emphasized. The ad ance o mass highe educa ion, which is by A che (1982) de e mined by he p opo ion o a coho ’s gaining admission o uni e si ies and colleges, called o new ypes o ins i u ion, which a e mos ly a ended by s uden s who ha e ea lie no eached his le el o educa ion. In he 1990s he numbe o s uden s was conside ably inc eased in Hunga y due o he de elopmen o mass highe educa ion (howe e , in he pas ew yea s a dec easing endency can be expe ienced – which has bo h popula ion and educa ional poli ical easons). 3) The ad ance o mass highe educa ion has led o he agmen a ion o i s ins i u ional ne wo k: in he new sys em he scien i ic indica o s o lec u e s and s uden s and he sys em o equi emen s show as di e ences, i we compa e he ce ain uni e si ies and colleges. The di e en posi ion o he ins i u ions is s eng hened also by he ainings o e ed, as he newly es ablished ins i u ions do no o en launch classical uni e si y majo s, bu in many cases hey o e cou ses, which a e mo e p ac ical, o en o social na u e and a he emo ed om Webe ’s concep o science. In such ins i u ions he wo lds o alues ake up, as app op ia e, cha ac e si ics ha canno be expe ienced in ins i u ions ul iling he unc ion o eli e educa ion. The peculia sociocul u al backg ound o he s uden s esul s in a di e en knowledge, lea ning p ac ice and a di e en ela ion o highe educa ion and i also al e s signi ican ly he wo k o lec u e s. So in Schwa z’ model hese ins i u ions can be i ed in o ano he segmen o he alues. In addi ion o agmen a ion we mus men ion he ac ha he changes ha e also eached he p es igious acul ies o uni e si ies and he so-called eli e ins i u ions o highe educa ion: in he pas decade in Hunga y he appea ance o so-called non- adi ional s uden s, di e en om he ea lie basis, could be ce i ied (Engle e al., 2012), as he numbe o s uden s has inc eased e en in hese acul ies and majo s du ing he pas decade. Analysing he s uden bases o he di e en acul ies and ins i u ions se e al heo ies a e o be linked he e in he ield o alue p e e ences. One o hem is Ingleha ’s (1997) Sca ci y Hypo hesis, which says ha i sa is ying he su i al needs is no mo e a daily challenge o he indi idual, he p e e ences will shi owa ds pos -mode n alues. Acco dingly he g ea e accep ance o hese i ems a e o be ound in he case o acul ies wi h highe p es ige. In his wo k abou economic s agna ion Smelse (2005) w i es ha he phenomenon en ails he change o alues, which, among o he s, esul s in he ollowing i ems’ becoming mo e impo an : he alue o wo k, a ionali y, desi e o powe , ambi ion and eedom. All hese ideas can be p ojec ed on he acul ies and ins i u ions. The agmen a ion o highe educa ion may p obably esul in he ea lie uni ied academic wo lds o alues becoming mo e inged. The highe educa ion being sa u a ed wi h alues can also be app oached om he di ec ion o mobili y and ep oduc ion o inequali ies. The middle-class habi us in Bou dieu’s sense o he wo d (Bou dieu, 1996) assis s he easie adap a ion o eli e educa ional ins i u ions, as bo h he elemen s o knowledge and he way hey acqui e hem, as well as he wo ld o exe cises di ec ing owa ds hem a e mo e amilia o young people coming om he middle class, and pe spec i e hinking, wide ime ho izons and he educa ion-sociological in e p e a ion o he heo y o De e ed G a i ica ion (Leshan, 1959) a e also in luen ial in his di ec ion. Conside ing cul u al educa ion as a alue and a posi i e ela ion o school knowledge a e also phenomena embedded in he social s uc u e, which can be linked o he concep o inco po a e cul u al capi al, as well (Bou dieu, 1986). The quali y o s uden s’ alue p e e ences is p esumed o be connec ed o hei iews abou highe educa ion. P osocial a i ude can be compa ed o he idea o lowe -s a us g oups’ mo e ex ensi e inco po a ion in o uni e si ies and colleges, while child en o a ou able sociocul u al laye s a e linked o a pe o mance- ela ed highe educa ion. I is wo h bea ing in mind, howe e , ha no only he ‘habi us’ o di e en majo s wo ks as a ce ain kind o p e ious selec ion, bu he impac o he ins i u ions on alue sys ems can also be signi ican . Radical shi s can be caused by cases, whe e a g ea di e ence is expe ienced compa ed o he alue p e e ences o he sending agen , and we should also conside he segmen o s uden socializa ion which occu s a he le el o pee g oups – his p ocess can also b ing abou shi s in he ield o he alues p o ed. The issue o academic e hic is mo e o less closely connec ed o ou esea ch ques ion. I s examina ion is also embedded in he p oblem o mass educa ion, and in he p ocess o he change in s uden base. We p esume ha i is wo h examining he phenomenon in hose segmen s o he uni e si ies ha can be desc ibed wi h di e en p es ige, so we a e also ying o ind he answe o he ollowing ques ion: wha di e ences a ise examining he s uden s om his iewpoin . Uni e si y acul ies and p es ige a he Uni e si y o Deb ecen The p es ige o he majo s and acul ies is also embedded in he labou ma ke p ocesses. Mass highe educa ion en ails he de alua ion o he diplomas, so i is no a all he same wha chances he s uden is conside ed o ha e o ge a job a e g adua ion – especially ega ding he ac ha in he pas ew yea s he unemploymen a e in Hunga y has been a ound 10-11%. The leng h o ime needed o ge a job by he s uden s g adua ed in di e en ields o science shows ha hose aking a deg ee in medicine, economy and law a e in he mos a ou able posi ion. The same ields o science we e posi ioned i s in Fónai’s (2009) su ey, in he cou se o which he s uden s who go in o he Talen Suppo P og am o he Uni e si y o Deb ecen be ween 2001 and 2007 es ima ed he p es ige o he ins i u ion’s acul ies (Facul y o Medicine, Facul y o Den is y, Facul y o Pha macy, Facul y o Law, Facul y o Economics and Business Adminis a ion). Howe e , in ano he s udy he au ho , analysing he example o he Facul y o Law, calls ou a en ion o he ac ha he acul ies canno be ea ed as homogeneous blocks. 4) Ve osz a (2009), who in his examina ion ied o de ach among o he hings he eli e segmen o Hunga ian highe educa ion, a gues ha he pa icula ins i u ions canno unanimously be ma ched o ce ain le els o highe educa ion. Ou ea lie analyses, which examined he sociocul u al backg ound o he s uden s a he Uni e si y o Deb ecen di ec ed a en ion o he ac ha he pa en s o hese s uden s a e mo e highly quali ied and hei economic and cul u al capi al is also mo e signi ican (Bocsi, 2008). One o he econ e sion s a egies o he amilies wi h a ou able backg ounds in he egion is he child en’s conscious choice o majo , he a ge s o which a e o en he uni e si y acul ies wi h highe p es ige. 5) Ge ing a job o s uden s aking pa in eache aining educa ion and in he social and helping p o essions akes mo e ime and he sala ies ea ned in his sec o a e lowe . The p es ige and labou ma ke payo o uni e si y acul ies and hei quali ica ions ha can be cha ac e ized wi h p osocial alues a e smalle – while hese ins i u ions p o ide hem mos equen ly wi h he chance o becoming a i s - gene a ion in ellec ual, bu due o he na u e o he majo s he educa ion posi ions he g adua ed p incipally in he lowe sphe es o he middle class. The Uni e si y o Deb ecen was bo n h ough an in eg a ion a he u n o he millenium. Conce ning he numbe o s uden s and he spec um o educa ion i is he bigges uni e si y in he coun y, on he o he hand he e a e Hunga ian ins i u ions ha in he in e na ional anking o de s o highe educa ion p ecede i . 6) The s uc u e o acul ies consis ing o 15 uni s was c ea ed no only based on he old-es ablished ins i u ions, bu by joining college cou ses ha ea lie ope a ed independen ly and ha can be ega ded in ce ain cases as ela i ely young ins i uions. The Uni e si y o Deb ecen has al oge he 25 g adua e schools, bu acul ies wi hou an independen g adua e school, and whe e he s uden s’ sociocul u al cha ac e is ics and hei being supplied wi h di e en o ms o capi al seem o be he mos un a ou able belong o he la e g oup. Summa y o ea lie esea ch esul s The na ional and in e na ional alue esea ch ha a ec s Hunga y 7) as well poin s ou ha he men ali y o Hunga ian socie y is loca ed in he a ional segmen o he adi ional- a ional axis o alues, while in he axis o open and closed hinking i can be ound a he pole o closed hinking (Kelle , 2009), and he dominance o indi idualized hinking mus also be emphasized (Füs ös & Szakolczai, 1994). Based on alue p e e ences Hunga y is mos ly in une wi h Eas e n Eu opean, o me Communis coun ies. The you h coho can also be desc ibed wi h pos ma e ial cha ac e si ics due o i s age- ela ed ea u es and peculia li e si ua ion – as shown by he na ional you h examina ions o he pas en yea s. 8) An explana ion o he inc eased exis ence o pos ma e ial cha ac e is ics can be connec ed o Ingleha ’s (1997) sca ci y hypo hesis, acco ding o which he dominance o pos ma e ial alues becomes concei able in hose g oups o he socie y whe e sa is ying he su i al needs is no any mo e a daily challenge. A signi ican pa o he uni e si y popula ion p obably belongs o his g oup, as he you h age allows hem o li e hal -independen ly. I we ake he undamen al connec ion as a s a ing poin ha alue p e e ences a e conside ably in luenced by quali ica ion, he uni e si y popula ion can p obably be cha ac e ized by peculia ea u es, and hese ea u es will include ai s o g adua e, middle class hinking. Based on he esul s o na ional examina ions, o ins ance he i ems o an asy/imagina ion o in ellec can be conside ed such alues embedded in quali ica ion. In he cou se o ou ea lie su eys, which a ec ed he egion and no he Uni e si y did no dec ease unde one uni . The eli is ac o c ea ed in his way con ained s a emen s ha monizing he es ic ion o highe educa ion’s dipping base, academic app oach and c i ical a i udes owa ds he p esen sys em, while he second ac o can be in e p e ed as a mix u e o p ac icali y, payo and some social a i ude. In he cou se o applying ANOVA es (p˂0.05) signi ican ela ion (sig. 0.039) was ou lined in he case o he i s ac o , whe e – su p isingly enough – eli is a i ude was cha ac e is ic o s uden s a ending lowe s a us acul ies, while he coun e pole was ep esen ed by he medium subsample. 13) The in e p e a ion o he da a ob ained is a a he complica ed ask: on he one hand we can s a om lowe s a us g oup’s inconsis en image o highe educa ion p o ed ea lie , bu he pa e n ou lined can also be linked o social mobili y se by hem as an aim, which shi s s uden s owa ds he di ec ion o accep ing eli is educa ion. I should be no ed, howe e , ha he s uden base o he Uni e si y o Deb ecen can be cha ac e ized by se e al special ea u es – we could see ha a la ge pa o he s uden base lack middle class backg ound, mo eo e young people wi h he mos a ou able sociocul u al backg ound o he egion mos ly choose o a end he ins i u ions o he capi al. Table 2. Fac o s on he basis o alue i ems ( ac o sco es, N=1118, sel -made able) pos ma e ial-embedded ma e ial eligious inne ha mony .653 .064 .169 powe -.144 .839 .050 eedom .618 .295 -.119 a wo ld a peace .685 .066 .190 amily secu i y .722 -.003 .048 lo e, happiness .701 -.115 -.031 social o de , s abili y .633 .094 .255 eligious belie .080 -.030 .950 ma e ial needs .240 .765 -.066 ue iendship .748 -.067 -.026 an exci ing li e .671 .146 -.105 Table 3. The judgemen o he ole and unc ions o highe educa ion on a ou -g ade scale by subsamples (ANOVA es , p˂0.05, N=1118, sel -made able) low p es ige acul ies medium p es ige acul ies high p es ige acul ies sample a e age sig. The uni e si y should concen a e on esea ch ins ead o educa ion. 2.68 2.49 2.16 2.44 0.005 The quali y o educa ion a uni e si ies/colleges is poo . 2.86 2.52 2.40 2.55 0.010 Poo s uden s should only be admi ed i hey a e e y alen ed. 2.52 2.00 2.18 2.14 0.000 I like lec u e s who se high equi emen s and le only hose s uden s pass he exam who a e e y well-p epa ed. 2.90 2.51 2.73 2.63 0.003 Teache s se exagge a edly high equi emen s o s uden s. 3.00 2.68 2.80 2.77 0.032 I cos s oo much nowadays o be a uni e si y s uden . 3.42 3.20 3.44 3.30 0.015 Table 4. Fac o s based on he unc ions and oles o highe educa ion ( ac o sco es, N=1118, sel -made able) Eli is ac o P ac ical- social ac o Only s uden s comple ing he seconda y school wi h excellen esul s should gain admission o uni e si y. .676 .053 The uni e si y should concen a e on esea ch ins ead o educa ion. .632 .089 The uni e si y should educa e eal in ellec uals. .572 .361 The quali y o educa ion a uni e si ies/colleges is poo . .619 .212 Poo s uden s should only be admi ed i hey a e e y alen ed. .724 .134 I like lec u e s who se high equi emen s and le only hose s uden s pass he exam who a e e y well-p epa ed. .675 .223 The numbe o s uden s en olling a he uni e si y should dec ease. .535 .298 The s a e should p o ide uni e si y g adua es wi h wo kplaces. .125 .750 I like lec u e s who also encou age s uden s wi h weake pe o mance o s udy. .209 .651 The majo i y o s uden s en olled a he uni e si y only o ob ain a diploma. .502 .273 I cos s oo much nowadays o be a uni e si y s uden . .203 .681 A he uni e si y/college s uden s should p ima ily be augh hings ha hey will ac ually use a hei wo kplaces. .198 .789 Table 5. The judgemen o he mo al ules o highe educa ion by he s a us g oups (a e ages o ou -g ade scale, signi ican ela ion, N=1118, sel -made able) low s a us subsample medium s a us subsample high s a us subsample a e age sig. Reading he compulso y li e a u e is na u al. 2.84 2.98 3.15 3.00 0.000 Paying o w i ing you hesis is accep able. 1.29 1.23 1.17 1.22 0.005 The egula use o a c ib is accep able a he uni e si y. 1.93 1.75 1.67 1.76 0.001 I is accep able i s uden s s udy only o highe s ipendium. 2.53 2.52 2.32 2.48 0.002 I is accep able i you s i e o gain p o ound knowledge only in subjec s you a e in e es ed in. 2.41 2.58 2.43 2.51 0.003 I is accep able o adop o he au ho s’ ex s and hough s wi hou e e ence o hem. 1.53 1.42 1.26 1.4 0.000 I is accep able i you ecei e you diploma wi hou a eal academic pe o mance. 1.38 1.37 1.21 1.33 0.000 O cou se, you you sel ha e o w i e e e y essay o be submi ed. 3.38 3.5 3.39 3.45 0.021 I is accep able o lie i you ha e ailed o w i e you essay o ha e ailed o p epa e o you examina ion. 1.85 1.79 1.68 1.77 0.026 I is accep able o include ic i ious esou ces, li e a u e ha you ha e ailed o ead o un ela ed a icles in he bibliog aphy. 1.76 1.59 1.48 1.60 0.000 I is accep able o w i e an essay based on only no es. 2.39 2.35 2.23 2.33 0.034 I is accep able o manipula e esea ch esul s on pu pose. 1.54 1.34 1.22 1.35 0.000 I is accep able o ha e you essay w i en by someone else. 1.57 1.45 1.31 1.44 0.000 I is accep able o ea a page ou o books bo owed om he lib a y. 1.24 1.17 1.13 1.18 0.041 I he decep ion comes o ligh , i is a shame no only bad luck. 3.12 3.31 3.38 3.29 0.007 In he las phase o ou analysis we in ended o examine he judgemen o mo al ules ela ed o scien i ic li e and wo k by he s uden s. This block o ques ions o he sampling con ained 23 i ems, which we e e alua ed by he s uden s on a ou -g ade scale. Table 5 demons a es he di e ences by s a us g oups. The able shows ha b eaking he mo al ules, c ossing he mo al bo de s o academic wo k and esea ch seems o be an accep able s ep mos ly among s uden s belonging o he low s a us g oup – his esul is especially in e es ing, i we ma ch i o he eli is model o he ole o highe educa ion. (S a emen s like o ins ance ha ‘ he uni e si y should educa e eal in ellec uals’ a e posi ioned in he eli is ac o ). The possible explana ions he e a e also a ious: on he one hand he mo al ules o academic li e may be un amilia o hem, as he s uden s in ol ed lack middle-class backg ound, unlike in he case o high s a us s uden s, who b ing along accep ing he academic no ms much mo e as a habi ual cha ac e is ic. (We can see ha obse ing he mo al ules is mos ly ypical o his subsample.) Fo ano he eason we go back o alue p e e ences, whe e he ma e ial ac o , which showed an aim- ul illing pa e n based on ma e ial needs, was cha ac e is ic in his g oup – aking i as a s a ing poin highe educa ion o hem can be de e mined no as a p o ession in Webe ’s sense o he wo d, bu as a ask o achie e. Howe e , he ask o achie e also opens he way upwa ds o hem, and he eli is ac o , which was de e mined wi h he oles o highe educa ion, can be de ined as he possibili y o a ce ain mobili y (o p obably as i s illusion). Summa y In he heo e ical pa o ou analysis we a emp ed o examine he alue sociological embeddedness o highe educa ion, and hen o analyze h ee segmen s o his ield: s uden s’ alue p e e ences, he in e p e a ion o he unc ions o highe educa ion, and he mo al ules o academic li e. The issue is hough o be opical, as in he pas wo decades Hunga y has gone h ough he p ocess o highe educa ion becoming mass educa ion, which has dis up ed he ea lie mo e uni ied academic wo ld. I is impo an o emphasize ha he p ocesses ou lined in ou a icle, like o ins ance he change o alue p e e ences, he phenomenon o joining social mobili y o highe educa ion, a e conside ably embedded in o he subsys ems and segmen s o he socie y, so he da a ob ained may ha e, o ins ance, economic o poli ical ele ances as well (e.g. he posi ion o powe o poli ics, o s a emen s ela ed o he social sensi i i y o s uden s in he cou se o he unc ions o highe educa ion). The esul s ob ained poin ou ha he agmen a ion o he academic wo ld, which ea lie showed a mo e uni ied image, has aken place, bu he alues and a i udes o he di e en g oups ela ed o highe educa ion do no ollow he ule sys em o a no mal socie y in many cases (e.g., he ejec ion o ma e ial needs in he medium s a us subsample). I is wo h emphasizing he peculia , con adic o y image o highe educa ion o s uden s coming om lowe s a us acul ies, which shows a s uden image ha is p agma ic, aim ul illing and he e o e mo e indecen conce ning mo al issues. I is also wo h men ioning he ac ha despi e ou expec a ions, he coun e axes we e no he wo ex eme subsamples in some cases (e.g., in he case o he ma e ial ac o ). Abou he mo al p ojec ion o highe educa ion, howe e , we can say ha he highes deg ee o ollowing he ules can be expe ienced in he ‘eli e’ segmen o he s uden s. The image o he s uc u e and wo lds o alues o he highe educa ional ins i u ion examined by us, which is ou lined in on o ou eyes, does no seem o be in comple e ha mony wi h he image p esumed by us based on he heo e ical ames ou lined. We could ind no ace o , o ins ance, he inc eased exis ence o p osocial ai s in hose acul ies, ei he , whe e s uden s’ sociocul u al backg ound is less a ou able. The uni e si y’s segmen s o di e en s a us p obably ha e hei own ulesys ems and s uc u es, which is colou ed by ins i u ional in luence and shi s gene a ed by pee g oups, bu econ e sion and he subjec i e judgemen o mobili y a e also likely o exe hei e ec s. NOTES 1. Highe Educa ion o Social Cohesion. Coope a i e Resea ch and De elopmen in C oss-bo de A ea. Regis a ion numbe : HURO/0901/253/2.2.2. Leade : P o . D . Tamás Kozma. 2. In 2011 he numbe o s uden s a he Uni e si y o Deb ecen was 32 359 h p://www.unideb.hu/po al/si es/de aul / iles/ ogyib/Masola _e ede ijehallga oi_oss zle szam_diag am__2000_2011.pd Howe e , he ins i u ion has a egional, a he han a na ional schooling backg ound: he majo i y o he s uden s come om he no heas e n coun ies o Hunga y and om ansbo de a eas inhabi ed by Hunga ians (Tepe ics, 2006). 3. In 2012 he numbe o s uden s gained admission o a highe educa ional ins i u ion in Hunga y was 84 694, while 10 yea s be o e his numbe was 109 355 h p://www. el i.hu/ el e eli/pon ha a ok_ angso ok/elmul _e ek/!Elmul E e k/elmul _e ek.php?s a =1 4. h p://www. el i.hu/pub_bin/dload/DPR/dp uze 4/Pages227_244_Fonai.pd 5. A he same ime i is impo an o emphasize ha a p e ious il e ing had al eady selec ed hose who wan ed o s ay in he egion – he sociocul u al backg ound o s uden s s aying in he egion a e comple ing he seconda y school is less a ou able han ha o young people in ending o con inue hei s udies in he capi al (Ceglédi & Nyüs i 2012). 6. See o ins ance he 2012 anking o de o Quacqua elli Symonds (QS) h p://www. opuni e si ies.com/uni e si y- ankings/wo ld-uni e si y- ankings/2012?page=28 7. Fo example he di e en wa es o Wo ld Value S udy, o he esea ch conduc ed in he ep esen a i e sample o Hunga y’s inhabi an s wi h Rokeach Value Su ey h p://www.wo ld aluessu ey.o g/ 8. E e y ou yea s om he yea 2000 he Minis y o Social A ai s and Labou conduc s a you h su ey d awn om a la ge sample in Hunga y, which con ains a block o alue sociology, as well h p://www.wo ld aluessu ey.o g/ 9. Mo e abou he sampling and he esea ch esul s can be ound on he webpage o he p ojec h p://unideb.mskszmsz.hu 10. Facul y o Medicine, Facul y o Den is y, Facul y o Pha macy, Facul y o Public Heal h 11. F om he iewpoin o s a us he Facul y o A s, he Facul y o Sciences, he Facul y o In o ma ics, he Facul y o Music, he Facul y o Applied Economics and Ru al De elopmen and he Facul y o Ag icul u al and Food Sciences belong o he medium g oup. 12. The a e age o he ac o sco es is he ollowing: low s a us subsample: 0.164, medium s a us subsample: - 0.08, high s a us subsample: 0.06. 13. The a e age o he ac o sco es du ing he a iance analysis is he ollowing: low s a us subsample: 0.149, medium s a us subsample: -0.041, high s a us subsample: 0.126. REFERENCES A che , M.S. (1982). The sociology o educa ional expansion. London: SAGE. Ba a, S. (2010). S uden s’ mo al awa eness and eligious p ac ice − he ou comes o an in e egional esea ch (pp. 255-270). In: Pusz ai, G. (Ed.). Religion and highe educa ion in Cen al and Eas e n Eu ope Deb ecen: CHERD. Ba a, S. (2012). The in luence o he ins i u ional en i onmen on he lea ning a i ude o s uden s ( aking pa in eache aining. Thesis. Deb ecen: Uni e si y o Deb ecen [In Hunga ian]. Bocsi, V. (2008). The in luence o economic and cul u al capi al on s uden s’ ime managemen . Iskolakul ú a, 18(11-12), 118-128 [In Hunga ian]. Bocsi, V. & To nyi, Z.Z. (2012). The alue sociological su ey o eligion e lec ed in a egional analysis (pp. 173-198). In: Föld á i, M. & Nagy, G.D. (Eds.). Religion a e Ch is ian socie y. Szeged: Bel ede e Me idionale [In Hunga ian]. Bou dieu, P. (1986). The o ms o capi al (pp. 241-258). In: Richa dson, J. (Ed.). Handbook o heo y and esea ch o he sociology o educa ion. New Yo k: G eenwood. Bou dieu, P. (1996). The s a e nobili y. Camb idge: Poli y P ess. Ceglédi, T. & Nyüs i, S. (2012). A e he good ones lea ing? Selec i e mig a ion among he s uden s o Hajdú-Biha coun y who ake an en ance exam o uni e si y. Felsőok a ási Műhely, 6(4), 95-117 [In Hunga ian]. Engle , Á., Tőzsé , Z. & Szilágyi Gy. (2012). The o ma ion o mass high educa ion, wi h special ega d o non- ull ime s uden s in he s uden egion o Biha -Biho , 1990-2010. Hunga ian Educ. Res. J., 1(2) [In Hunga ian]. Fónai M. (2009). The ec ui men o s uden s gained admission o he alen suppo p og am o he Uni e si y o Deb ecen and he e alua ion o he majo s (pp. 49-66). In: Ka lo i z, J.T. (Ed.). Special issues and iewpoin s in highe educa ion. Budapes : Associa ion o Educa ional Sciences [In Hunga ian]. Fu nham, A. (1988). Values and oca ional choice: a s udy o alue di e ences in medical, nu sing and psychology s uden s. Social Science & Medicine, 26, 613-618. Füs ös, L. & Szakolczai, Á. (1994), The changes o alues in Hunga y, 1978- 1993: con inui y and discon inui y in Eas -Cen al Eu opean ansi ion. Szociológiai Szemle, 4(1), 57-90. Ingleha , R. (1997). Mode niza ion and pos mode niza ion: cul u al, economic and poli ical changes in 43 coun ies. P ince on: P ince on Uni e si y P ess. Kelle , T. (2009). Hunga y’s posi ion in he wo ld’s map o alues. Budapes : TÁRKI Social Resea ch Ins i u e [In Hunga ian]. Kohlbe g, L. & K ame , R. (1969). Con inui ies and discon inui ies in child and adul mo al de elopmen . Human De elopmen , 12, 93-120. Leshan, L.L. (1952). Time o ien a ion and social class. J. Abno mal & Social Psychology, 47, 589-592 . Rice, G. (2006). Indi idual alues, o ganiza ional con ex , and sel - pe cep ions o employee c ea i i y: e idence om Egyp ian o ganiza ions. J. Business Resea ch, 59, 233-241. Schwa z, S. H. (1992). Uni e sals in he con en and s u uc u e o alue: heo e ical ad ances and empi ical es s in 20 coun ies (pp. 1-65). In: Zanna, M.P. (Ed.) Ad ances in expe imen al social psychology. New Yo k: Academic P ess. Smelse , N.J. (2005). Connec ions be ween economic s agna ion and social o de 9PP. 7-120. In: Lengyel Gy. & Szán ó, Z. (Eds.) The sociology o economic li e. Budapes : Aula P ess [In Humga ian]. Tepe ics, K. (2006). The popula ion backg ound o Deb ecen’s highe educa ion (pp. 219-317). In: Suli-Zaka , I. (Ed.). Lands – Regions – Se lemen s…’ paying ibu e o 75-yea old academician Gy. Enyedi. Deb ecen: Didak L d [In Hunga ian]. Ve osz a, Z. (2010). Values o highe educa ion – in he eyes o s uden s. Re ealing s uden s’ alue s uc u es conce ning he mission o highe educa ion. PhD hesis. Budapes , Co inus Uni e si y o Budapes [In Hunga ian]. Webe , M. (1989). Science as a oca ion. London: Pe e Lassman & I ing Melody.  D . Bocsi Ve onika, Associa e P o esso Depa men o Ins i u ional Managemen and Leade ship Facul y o Child and Adul Educa ion Uni e si y o Deb ecen 1-9. Désány Is án S ee Hajdúböszö mény, HUNGARY E-Mail: [email p o ec ed]