Kocsis, Zsó ia; Pusz ai, Gab iella
A icle
The ole o highe educa ion h ough he eyes o
Hunga ian unde g adua e s uden s and g adua es: A
quali a i e explo a o y s udy
In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining (IJRVET)
P o ided in Coope a ion wi h:
Eu opean Resea ch Ne wo k in Voca ional Educa ion and T aining (VETNET), Eu opean Educa ional
Resea ch Associa ion
Sugges ed Ci a ion: Kocsis, Zsó ia; Pusz ai, Gab iella (2025) : The ole o highe educa ion h ough
he eyes o Hunga ian unde g adua e s uden s and g adua es: A quali a i e explo a o y s udy,
In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining (IJRVET), ISSN 2197-8646,
Eu opean Resea ch Ne wo k in Voca ional Educa ion and T aining (VETNET), Eu opean Educa ional
Resea ch Associa ion, B emen, Vol. 12, Iss. 1, pp. 48-75,
h ps://doi.o g/10.13152/IJRVET.12.1.3
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In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining (IJRVET)
2025, Vol. 12, Issue 1, 48–75
h ps://doi.o g/10.13152/IJRVET.12.1.3
ISSN: 2197-8646
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The Role o Highe Educa ion Th ough he
Eyes o Hunga ian Unde g adua e S uden s and
G adua es: A Quali a i e Explo a o y S udy
Zsó ia Kocsis*1, Gab iella Pusz ai2
1Ins i u e o Educa ional S udies and Cul u al Managemen , Uni e si y o Deb ecen,
MTA-DE-PARTNERS, Egye em squa e 1., Deb ecen, Hunga y
2Ins i u e o Educa ional S udies and Cul u al Managemen , Uni e si y o Deb ecen,
MTA-DE-PARTNERS, Egye em squa e 1., Deb ecen, Hunga y
Recei ed: 02 Ap il 2023, Accep ed: 23 Ap il 2024
Abs ac
Con ex : Mos educa ion sys ems equip g adua es wi h he p o essional knowledge and cogni-
i e skills needed o en e he wo ld o wo k. Howe e , he e a e o he compe encies also im-
po an o young g adua es o become success ul employees. Due o he g owing unce ain y
ha cha ac e izes he labou ma ke , he demand o non-cogni i e skills (communica ion,
collabo a ion, c i ical hinking e c.) ha suppo employee de elopmen po en ial and be e
in eg a ion has inc eased signi ican ly. Howe e , highe educa ion ins i u ions o en ansmi
a cul u e ha is di e en om ha o wo kplaces. The aim o ou s udy is o explo e he ole
o he examined highe educa ion ins i u ion in p epa ing s uden s o he labou ma ke . Ou
long- e m goal is o suppo ins i u ional de elopmen on he basis o his da a.
Me hods: To answe hese ques ions, semi-s uc u ed in e iews we e conduc ed. Quali a i-
e esea ch me hods we e p e e ed, which o e he possibili y o unco e ing hidden me-
chanisms. The selec ion c i e ion o pa icipan s (n=18) was ha hey had ob ained hei
diploma wi hin he las h ee yea s, while, o he o he po ion o he in e iewees, a se-
lec ion c i e ion was ha hey we e ull- ime s uden s. The pa icipan s a e s uden s o he
same u al highe educa ion ins i u ion. To ensu e he alidi y and eliabili y o he esea ch
esul s, pe sonal iangula ion was alida ed using he in e coding echnique, which is sui-
able o a p io i coding.
*Co esponding au ho : zs[email p o ec ed]m
49
Kocsis, Pusz ai
Resul s: The esul s con i med ha highe educa ion ins i u ions p o ide a good ounda-
ion o en e ing o he labou ma ke , bu he de elopmen o b oad compe encies is less
ad anced. F equen e e ence was made o he dominance o heo y a he expense o p ac i-
cal o ien a ion. Addi ionally, pa icipan s emphasized ha hey did no see ele ance o he
cou se ma e ial and i s u u e applicabili y o he labou ma ke , and, in some cases, hey
men ioned p oblems ela ing o he a i udes o ins uc o s and he quali y o he aining
p o ided o he s uden s. A po ion o he unde g adua e s uden s who wo k (in addi ion
o being in school) belie e ha hey acqui ed he mos impo an skills du ing s uden em-
ploymen and no du ing hei highe educa ion s udies.
Conclusions: One o he challenges o highe educa ion is o p epa e s uden s o mee employ-
e s' needs by de eloping s uden s’ compe encies. Du ing hei yea s in highe educa ion, s uden s
should be equipped wi h a se o compe encies ha will ensu e hei in eg a ion in o he labou
ma ke . Ou cu en esea ch con ibu es o his goal by mapping he compe encies, and high-
ligh ing whe e he e is oom o imp o emen which can con ibu e o g adua es' success a wo k.
Keywo ds: Highe Educa ion, Voca ional Educa ion and T aining, VET, Labou Ma ke ,
Compe ence De elopmen , G adua es, Compe encies
1 In oduc ion
The li e a u e inc easingly emphasizes ha he signi ican and con inuous de elopmen o
globaliza ion and echnology has subs an ially changed he labou ma ke , ans o ming
bo h he composi ion o jobs and he needs o employe s. Consequen ly, he need o de elop
compe encies has become mo e p ominen h oughou he 21s cen u y, especially he need
o de elop compe encies ha mee he needs o he labou ma ke (Pogá snik, 2019). Se e al
s udies ha e con i med ha i is no longe su icien o g adua es and young p o essionals o
only mee he necessa y, s a ed quali ica ions, as he possession o so skills ha enable hem
o adap o he changes in he labou ma ke is now c ucial (Bha i, 2022; Gessle & Howe,
2015). Ou esea ch has ocused on he ole o highe educa ion in p epa ing s uden s o he
labou ma ke , based on he pe cep ions o s uden s. The main ques ion o ou explo a o y
esea ch was how highe educa ion ins i u ions con ibu e o he acquisi ion o compe encies
and how hey suppo s uden s' en y in o he labou ma ke .
The i s pa o his s udy discusses he equi emen s o compe encies, he changing
expec a ions o he labou ma ke , and he esponses o he educa ional sys em (Sec ion 2).
In he nex po ion, we p esen he me hodological conside a ions o he s udy (Sec ion 3)
and desc ibe he esul s o he quali a i e esea ch (Sec ion 4). The discussion o he esul s
( Sec ion 5) is ollowed by he p esen a ion o limi a ions (Sec ion 6) and ou ecommenda-
ions o u u e esea ch (Sec ion 7).
50 P epa ing S uden s o he Labou Ma ke
2 Theo e icalO e iew
The changing ci cums ances o he wo ld a e ha ing an impac on highe educa ion, expan-
ding i s ole and in oducing complex challenges o which i needs o espond quickly and
e ec i ely (Donald e al., 2018; Ramaley, 2014; Teichle , 2011). The apid de elopmen o
echnology and science has b ough changes in o he labou ma ke , ans o ming he ange
o asks o be pe o med and he expec a ions o employe s (Pogá snik, 2019).
2.1 ChangedExpec a ions
These changes equi e highe educa ion ins i u ions o pe o m economic unc ions in ad-
di ion o hei classical ole o in ellec ual de elopmen . I is essen ial ha hei uni e si y
aining is adap ed o he needs o he knowledge economy, and ha hey p o ide no only
heo e ical knowledge bu also p ac ical knowledge in esponse o he needs o he labou
ma ke (Eu opean Commission, 2014). Adap ing o changes implies he need o imp o e
aining and o enew highe educa ion pedagogy and knowledge sha ing. The c ea ion o an
ac i e lea ning en i onmen and he de elopmen o he p ac ical knowledge and compe en-
cies expec ed in he labou ma ke becomes e en mo e necessa y (Teichle , 2011). The e a e
e ms ha a e ela ed o bu di e en om each o he , like he de ini ion o compe ency and
compe ence.
Compe ency includes knowledge, skills, a i udes, alues, and beha iou s ha a e necessa y o
achie e he desi ed pe o mance le el in a pa icula ac i i y and necessa y o pe o m a job
success ully, whe eas compe ence can be desc ibed as he e alua ion o pe o mance in a speci ic
domain o ac i i y. (Gaw ycka e al., 2021, p. 1096)
The li e a u e dis inguishes he e ms o p o essional and gene ic compe encies. P o essional
compe encies a e job-speci ic and include p o essional skills and knowledge, while gene ic
compe encies a e no job-speci ic, ex ending o social abili ies (con lic managemen , com-
munica ion skills, p oblem-sol ing) (Young & Chapman, 2010). Gene ic compe encies a e
aluable beyond he labou ma ke because hey a e easily ans e able o o he con ex s (G o-
semans e al., 2017). Fu he mo e, gene ic compe encies, a e al e na i ely e e ed o as co e
skills, employabili y skills, li e skills, so skills, ans e able skills, gene ic a ibu es, gene ic
capabili ies, wo kplace compe encies, o key compe encies (Gaw ycka e al., 2021). So skills
(a speci ic subse o gene ic compe encies) encompass he skills ha enable employees o i in
a a wo kplace, including skills ela ed o indi idual pe sonali y ( lexibili y, mo i a ion, goals,
and p e e ences). Ha d skills e e o scien i ic knowledge and p o essional abili ies (Lyu & Liu,
2022). Heckman e al. (2014) o en use he e m so skills, while O ganisa ion o Economic
Co-ope a ion and De elopmen (OECD) epo s e e o hese skills as non-cogni i e o socio-
51
Kocsis, Pusz ai
emo ional. Non-cogni i e skills a e essen ial o success ul coope a ion wi h o he s and adap a-
ion o labou ma ke changes, as well as playing a majo ole in human capi al de elopmen . A
g owing body o esea ch epo s ha hese skills i al academic o echnical skills (Kau z e al.,
2014). Some esea ch de ines he 21s cen u y skills as he 4Cs: Communica ion, collabo a ion,
c i ical hinking, and c ea i i y (González-Salamanca e al., 2020). Based on he compa ison
o se e al de ini ions o so skills, we use his concep as a social and p ac ical abili y ha goes
beyond p o essional knowledge, making an indi idual's wo k mo e e icien (Cima i, 2016).
Fo cla i y, we use he e m gene ic compe encies, as Gaw ycka e al. (2021) and Young and
Chapman (2010).
Da a om he p e ious decade p edic s ha 45% o he in e iewed employe s belie ed
ha sec o -speci ic skills and basic skills will become necessa y in he coming yea s (e.g., good
nume acy, li e acy, and compu e skills) (Asplund e al., 2021; Eu opean Commission, 2010).
Skills p o ide he ounda ion o he economy in all coun ies and a e linked o bo h economic
pe o mance and he success o indi iduals in he labou ma ke (OECD, 2014). Employe s
expec employees o be able o c ea e added alue immedia ely, as well as o lea n quickly and
o unde s and he ope a ion o he o ganisa ion wi hin a sho ime ame. Impo an equi e-
men s include ha ing good communica ion, digi al skills, and he abili y o collabo a e wi h
colleagues, all o which a e essen ial bo h in-pe son and i ually. Employees a e also equi ed
o be up- o-da e in hei ield and o be able o apply c i ical and inno a i e hinking. The epo
also unde lines ha , no so long ago, hese compe encies we e only expec ed o hose in highe
posi ions, he e o e making one o he bigges changes in he labou ma ke oday pe ain o
he ac ha hese so and ha d skills a e now expec ed o all p ospec i e employees (Ha ison,
2017). P e ious esea ch has highligh ed ha he inc easing demand o non-cogni i e skills is
due o he ac ha digi al ools emain weak in e ms o unde s anding he social en i onmen
and simula ing human in e ac ion. Na u ally, ha d skills a e s ill needed, bu he demand o
so skills has inc eased signi ican ly (Bha i, 2022; Deming, 2015). Resea ch ea i ms ha he
p e ious compe encies conside ed pa icula ly impo an o he success o young people in
he labou ma ke . The de elopmen o hese skills is becoming inc easingly impo an , as hey
con ibu e o posi i e ou comes in he a eas o employmen , job pe o mance, income, and
en ep eneu ial success (Gaw ycka e al., 2021). Robles (2022) summa izes se e al s udies and
concludes ha knowledge can become obsole e, which is why he e is a need o "powe skills",
which consis o bo h ha d and so skills. Howe e , ha d skills con ibu e o only 15% o o e all
success; he success o long- e m wo k depends on people's so skills. Despi e his, se e al su -
eys con i m ha many employe s sense a lack o so skills and epo ha employees and new
en an s o he labou ma ke lack he necessa y so skills o success ully quali y o posi ions
(Lippman e al., 2015; Pogán snik, 2019). Some esea ch sugges s ha employees wo king in
echnical ields a e in a be e posi ion i hey also exhibi pe sonal, non- echnical skills such as
p oblem sol ing, emo ional in elligence, and communica ion (Campbell, 2018).
52 P epa ing S uden s o he Labou Ma ke
2.2 TheReac iono Educa ion oChangedExpec a ions
While highe educa ion lec u e s a e awa e o he no ed changes, employe s inc easingly
epo ha g adua es a e no well p epa ed (Ha ison, 2017). The li e a u e sugges s ha
adolescence and young adul hood a e he mos op imal pe iods o he de elopmen and
enhancemen o he p e iously men ioned skills (Lippman e al., 2015). Abo e all, educa ion
mus p epa e s uden s o be able o de elop hemsel es con inuously and o o ganise hei
own lea ning p ocesses. Dynamic p oblem sol ing was an inno a i e a ea in he 2012 P o-
g amme o In e na ional S uden Assessmen (PISA) assessmen s, as well as collabo a i e
p oblem sol ing in he 2015 PISA assessmen s. F om hese su eys, we can see ha di e en
school sys ems o e di e en ways o impa ing basic compe encies, some o hem e ec i ely
de eloping young people's p oblem sol ing abili ies (Fehé á i e al., 2019). In addi ion o
eaching job-speci ic knowledge and compe encies, ins i u ions mus also de elop s uden s'
"gene al", " ans e able", o "key" skills. Ins i u ions may embed hese compe encies in exis-
ing cou ses (e.g., h ough new eaching me hods) o hey may c ea e speci ic cou ses ha
ocus on de eloping gene al compe encies (Eu opean Commission, 2014). In in e na ional
p ac ice, he e a e many a emp s o educe he use o ins uc o -cen ed eaching me hods
and o suppo he s uden s' expe ien ial lea ning and wo kplace socialisa ion ( o ins ance:
P oblem-based lea ning, p ojec -based lea ning, inqui y-based lea ning, wo k- ela ed and
wo k-based lea ning, dual educa ion, e c.). These p ac ical wo k ac i i ies help young people
o make he ansi ion o egula employmen , imp o e hei employabili y, and oppo uni y
o gain su icien wo k expe ience (Eu opean Commission, 2020). The in eg a ion o cu i-
cula equi emen s and lea ning ma e ials in o wo kplace expe iences p o ides s uden s wi h
he oppo uni y o deepen hei knowledge and de elop hei wo k- ela ed skills (Coope e
al., 2010). Papie (2017) a gues ha , in addi ion o adequa e on- he-job and p ac ical ai-
ning, mo e emphasis should be placed on de eloping cu icula ha a e alighned wi h ech-
nological de elopmen s, mode nisa ion o cou ses, and he in eg a ion o so skills in o he
cou se. Due o he unc ional di e en ia ion o highe educa ion, i is clea ly one o i s asks
o de elop app op ia e employee compe encies (Ha ison, 2017; Teichle , 2011). Howe e ,
some esea ch highligh o he op ions, acco ding o which he highe educa ion ins i u ion
should p o ide only p o essional basics and gene al compe encies, lea ing equi ed know-
ledge and compe encies o be acqui ed in he wo kplace (Jancsák, 2013; Ko mann & de
Wee , 2013).
2.3 Hunga y'sSi ua ion
Due o he changing wo ld, one o he new asks o highe educa ion is p epa e s uden s o
p o essional li e (Cas o & Le y, 2001). Acco ding o Pabian e al. (2011), he complex poli i-
cal and economic changes in pos -communis coun ies made he ans o ma ion o highe
53
Kocsis, Pusz ai
educa ion an e en mo e complica ed p ocess, ye he Humbold Uni e si y idea e ained i s
ele ance. Acco ding o a s udy by Pabian e al. (2011), uni e si y g adua es imbued wi h
Humbold academic aining pe o m excep ionally well in he changing economy. In e -
na ionally, inc easing emphasis is placed on imp o ing he quali y o educa ion and on he
unc ion o eaching and lea ning. While Hunga ian highe educa ion is cha ac e ized by a
eache - and heo y-cen e ed app oach, meaning ha knowledge is impa ed h ough lec u es
and eache p esen a ions, hese me hods do no allow o he de elopmen o compe encies
(Ko ács, 2016). Highe educa ion cu icula a e s ill no e lec i e o labou ma ke needs,
and he skills acqui ed in educa ion a e a om wha is needed in wo k si ua ions (Óbuda
Uni e si y, 2018). In he esul s o quali a i e esea ch on Hunga ian eache s, a s eng he-
ning o lea ning and s uden -cen ed p ac ice is eme ging (Ga o a e al., 2020; Kálmán e al.,
2020), and se e al s udies epo he s eng hening o s uden -cen ed eaching and suppo
o eache s' me hodological p epa a ion (Ko á s & Temesi, 2018). Ce ain highe educa ion
pedagogical me hods a e, o he ime being, limi ed o a single highe educa ion ins i u ion
whe e he me hods we e de eloped (see Kö ecsesné Gősi e al., 2023). Adap ing he me hods
o o he highe educa ion ins i u ions is pa o a longe p ocess.
In Hunga y, he e is no common amewo k o measu ing compe encies. Resea ch con-
duc ed a Kecskemé College showed ha he s uden s su eyed lacked sel - e lec ion and
did no assess hei own pe o mance ealis ically. The indings also e eal ha lea ning disa-
bili ies a e some imes due o psychological p oblems a he han a lack o skills, and, he e o-
e, in addi ion o skill de elopmen , emphasis should be placed on pe sonali y de elopmen
(He cz e al., 2013). The G adua e Ca ee T acking Sys em (GCTS) enables he analysis o
he Hunga ian labou ma ke (e.g., labou ma ke s a us, income) ega ding o s uden s who
ha e g adua ed om a ious ins i u ions and cou ses, e ec i ely suppo ing ins i u ional
s a egy making, policy making, and labou ma ke ac o s. The GCTS has been collec ing
da a on he s a us and labou ma ke si ua ion o uni e si y g adua es since 2010. The F esh
G adua e Su ey 2020 has been ex ended wi h a s anda d hema ic se o ques ions which
ocus on g adua es' employmen compe encies (Ok a ási Hi a al, 2020). Based on p e ious
esul s o he su ey, he socio-emo ional and me hodological skill a eas o compe ence ha e
a signi ican impac on sala ies. Gene al compe encies do no ha e a di e en ia ing e ec , as
hey a e undamen ally necessa y (Sipos e al., 2020). Using da a om he GCTS o a u al
uni e si y, hey concluded ha s uden s' poli eness, compliance wi h ules, abili y o wo k
independen ly, w i ing skills, and emo ional in elligence we e conside ed he mos impo an
compe encies. Abili y o wo k independen ly and poli eness we e also wi hin he op ou
in p e ious yea s. The lowes a e age sco e was o good ime managemen and leade ship
skills. Fo all compe encies, s uden s eel hey al eady possess hem o a g ea e ex en han
can be de eloped in a uni e si y se ing (Sipos & Ko ács, 2020). The compe ence expec a-
ions we e examined using da a om job sea ch po als in 2021. Resea ch show ha , in addi-
54 P epa ing S uden s o he Labou Ma ke
ion o being able o wo k independen ly and e icien ly, eliabili y and collabo a ion skills a e
he mos common expec a ions o employe s in Hunga y. The abili y o wo k independen ly
is among he mos impo an key skills in all indus ies, wi h he excep ion o banking and
inance (Pi oho -Tó h, 2022). The su ey conduc ed among s uden s in 2021 examined ea-
diness o he labou ma ke . Acco ding o he esul s o he compa ison by ield o s udy, he
ole o highe educa ion in p epa ing s uden s o in e na ional employmen is a ed mos
posi i ely by s uden s in IT, echnical, economic, and science cou ses. While he p opo ion
o hose sa is ied wi h p epa a ion o he domes ic labou ma ke is highes among law and
economics in eache educa ion. This may be ela ed in pa o he highe p opo ion o pa -
icipan s in non- ull- ime educa ion in hese ields (Ok a ási Hi a al, 2021). The gap be ween
labou ma ke needs and he compe encies possessed by g adua es can be educed h ough
con inuous measu emen , s uden and employe eedback, and he iden i ica ion o ele an
compe encies.
Howe e , measu ing he compe encies expec ed by he labou ma ke can be challenging
o se e al easons (changing en i onmen , wide ange o oles and indus ies, globaliza ion,
new echnologies e c.), he e o e, we did no analyse his. We did no exam he s uden s'
compe encies, he goal o ou s udy is o explo e he ole o highe educa ion ins i u ion in
p epa ing s uden s o he labou ma ke and o examine how i helps s uden s o acqui e
he compe encies ha ha e become indispensable in he 21s cen u y. Fo he e sa ile de-
elopmen o compe encies and skills, no only he cu icula and he ex acu icula , bu
in o mal a eas o highe educa ion, ma e as well (such as he highe educa ion in eg a ion
o s uden s in o he ne wo ks o ins i u ional and ex e nal communi ies and associa ions)
(Pusz ai, 2015). Ou long- e m goal is o suppo ins i u ional de elopmen . This s udy aims
o answe he ollowing esea ch ques ions: Wha is he impo ance o selec ed compe encies
in he wo ld o wo k as assessed by g adua e and unde g adua e s uden s? How do highe
educa ion ins i u ions con ibu e o he acquisi ion o compe encies? Wha weaknesses a e
p esen in p epa ing s uden s o he labou ma ke ? In he explo a o y in e iew phase o
he esea ch, hese ques ions we e add essed om he pe spec i e o g adua e and unde g a-
dua e s uden s.
3 Me hodsandDa aAnalysis
In his sec ion a e desc ibed he pa icipan s who ook pa in he s udy, he p ocedu e and
he measu es used.
55
Kocsis, Pusz ai
3.1 Resea chS a egy
Du ing he esea ch, we conduc ed in e iews wi h g adua e and unde g adua e s uden s. We
had a semi-s uc u ed in e iew, bu he ques ion abou compe ences included a Like scale.
The eason o his is ha he in e iews on compe encies we e based on he ele an ques-
ion block o he Hunga ian G adua e Ca ee T acking Sys em ques ionnai e, om which
we used he lis o compe encies o iden i y he con ibu ion o highe educa ion be e . We
decided o use he lis o compe encies om he ques ionnai e in he in e iew esea ch as
well, since, as men ioned, he e is no s anda dised amewo k o in es iga ing compe encies
in Hunga y. Fu he mo e "Like scales allow esea che s o collec quan i a i e es ima es o
subjec i e ai s" (Sou h e al., 2022, p. 43). We ead his lis o compe encies o he in e ie-
wees, who a ed each compe ency in e ms o how impo an hey pe cei e i o be in oday's
labou ma ke and how highe educa ion s eng hens each compe ency. The cu en s udy is
pa o a la ge p ojec in which we applied a mixed-me hod design, bu we only p esen he
esul s o he in e iew esea ch he e.
We conduc ed semi-s uc u ed in e iews wi h unde g adua e and g adua e s uden s
(n=18). The semi-s uc u ed in e iew o ma p o ides an excellen oppo uni y o adap
he cou se o he in e iew o he in e iewees, pu sueing hei hough s and addi ions.
Acco ding o Hennink and Kaise (2022), sa u a ion can ypically occu be ween nine and 17
in e iews, especially wi h ela i ely homogeneous s udy popula ions and na owly de ined
goals. Fo his eason, we did no do a g ea e numbe o in e iews. The in e iews con-
side ed p e-es ablished gene al opics. Fi s , we asked esponden s he same closed-ended
ques ion abou he selec ed compe encies bu ga e hem he oppo uni y o explain hei
choices. In addi ion o his, he in e iew ques ionnai e con ained ques ions pe aining o:
The in e iewees' socio-cul u al backg ounds, ca ee choice decisions and expe iences du-
ing hei uni e si y s udies, wi h special emphasis on he p ac ical o ien a ion o he cou ses
and he ins uc o s' me hodological cul u e. Ce ain da a o he in e iewees (wo k expe i-
ence, le el and ype o s udy, s udy ield) a e p esen ed below (Table 1). In he cu en s udy,
we examined he impo ance o selec ed compe encies and he ole o he highe educa ion
ins i u ion; we did no analyze o he opics (e.g., ca ee choice) in mo e de ail.
3.2 Da aCollec ion
Da a collec ion ook place in he all o 2022. The in e iews anged om 35 o 95 minu es
in leng h, depending on eadiness o pa icipan s o alk. All in e iews we e eco ded and
ansc ibed a a la e da e. All pa icipan s olun ee ed o ake pa in he s udy a e ha ing
been in i ed o pa icipa e. This s udy was app o ed by he Uni e si y o Deb ecen o Educa-
ion E hics Commi ee.
62 P epa ing S uden s o he Labou Ma ke
We ge a li le as e o e e y hing, bu because he e is no specialisa ion, we don' s udy subjec s in
g ea dep h. (I15)
We had a lo o ille cou ses ha we e o no use. W i ing ende s, acili y managemen , p ojec
managemen , accoun ing, business planning, e en o ganisa ion... hese would all be use ul, bu we
jus dabbled in all o hem, we dipped in o hem, bu we didn' do any o hem om s a o inish...
so i all came a he expense o ho oughness. (I18).
Eigh in e iewees men ioned non-didac ically based ac i i ies (e.g., h ough pe sonal expe-
iences). A ew s uden s said ha highe educa ion suppo ed hei de elopmen and he ac-
quisi ion o compe encies in a supe icial and indi ec way (I4, 7, 18), while o he s men ioned
di e en "con ibu ions" (I8, 9, 11, 14, 15).
The lec u e ells hese pe sonal s o ies alongside he ma e ial. (I4)
The educa ion made less o a con ibu ion, i was mo e being a he uni e si y... he ime schedule,
howe e , I also had o wo k, so i was mo e om he e ha I gained all he expe ience ha I need
in he labou ma ke nowadays. (I18)
The abo e quo es mos ly indica e ha esponden s lea ned indi ec ly om he uni e si y, o
i con ibu ed indi ec ly o hei de elopmen . Some esponden s ob ained addi ional in o -
ma ion abou he labou ma ke by ha ing hei ins uc o sha e wi h hem abou hei own
expe iences ela ed o a pa icula opic o si ua ion. Some o he in e iewees explici ly em-
phasized being a he uni e si y and highligh ed he ole o wo king alongside hei s udies.
I was clea om hei commen s ha wo king alongside hei s udies augh hem a lo abou
he job ma ke , coo dina ing asks, and ime managemen . O e all, hey did no ci e speci ic
class oom o academic con ibu ions, bu a he indi ec suppo ing ac o s.
The deadlines a e e y s ic ... jus as in li e, he e a e no delays a he uni e si y. (I8)
Highe educa ion p epa es you o wo kload, p essu e, inequali ies. (I9)
Bu eauc acy is also a lesson ha he uni e si y eaches you jus o know... who you a e subo di-
na ed o. (I14)
We we e gi en a good ini ial push by he uni e si y, as well as he ime and secu i y o s udy wi h
sel -discipline. (I15)
The la e we e exp essed in a nega i e con ex . These esponden s el ha he uni e si y
ended o p epa e hem o he labou ma ke , in such a way ha hey expe ienced only
hie a chy, deadlines, wo kloads, p essu e, and inequali y e en du ing hei s udies. They
hough hese we e hings hey would also encoun e in he job ma ke , bu hese esponden s
63
Kocsis, Pusz ai
epea edly epo ed du ing he in e iew ha hey we e disappoin ed and unmo i a ed abou
hei cou se o s udy.
Th ee in e iewees also conside ed ha uni e si y educa ion only acili a ed hei de e-
lopmen by p o iding a lo o academic ma e ial and mainly heo e ical knowledge (I1, 6, 11).
In he con ex o he esponses gi en, he answe s ela ed o he amoun o academic ma e ial
had a mos ly nega i e conno a ion. The main complain was ha he lec u e s ei he simply
uploaded he cou se ma e ial o used a e y heo y-o ien ed app oach, wi h less emphasis on
how he new knowledge could be used in he labou ma ke . Fu he mo e, hey o en empha-
sized ha hey did no see he ele ance o he cu iculum o he labou ma ke .
Teache s upload a lo o ma e ial o e-lea ning... (I1)
Ou b ains we e always kep sha p, we had o p epa e almos e e y day. (I6)
The shee amoun o ma e ial ha had o be mas e ed in a sho pe iod o ime. (I11)
The s uden s conside ed ha hey only lea n he basics du ing he aining and we e less like-
ly o be able o name ac i i ies ha would suppo he acquisi ion o compe encies o p epa e
hem o he labou ma ke .
O e all, we can conclude ha he majo i y o esponden s epo ed ele an , speci ic
con ibu ions ha suppo ed hei en y in o he labou ma ke . The di e ences be ween
he ields o s udy we e mos signi ican in he las wo ca ego ies (non-didac ically based
ac i i ies and mainly heo e ical knowledge). Based on ou esul s, we can conclude ha
non-didac ic ac i i ies and excessi e eaching o heo e ical knowledge a e mos ypical o
eache aining, social sciences, and echnical ields in ou sample.
4.2 TheWeaknessesPe cei edbyS uden s
Du ing he in e iew p ocess, i became appa en ha unde g adua e and g adua e s uden s
o en epo ce ain sho comings. While some o he ac o s men ioned by he in e iew-
ees can be ega ded as sho comings o highe educa ion, hey may also be indica i e o he
needs o he s uden s hemsel es. Some o he esponden s we e almos unanimous in hei
iew ha uni e si y can only con ibu e o he de elopmen o compe encies and o he suc-
cess o hei u u e employmen o a ce ain ex en , o no a all. The o e a ching consensus
was ha " he e a e some subjec s ha con ibu e, bu o he mos pa , no a all" (I11), and
"uni e si y can only de elop hese compe encies o a ce ain ex en , bu I hink i 's all in he
head" (I15). To conclude he sec ion, we summa ised he a eas whe e s uden s pe cei ed
de iciencies below.
64 P epa ing S uden s o he Labou Ma ke
Lack o p ac ice means ha he s uden s do no ha e egula and con inuous p o essional
p ac ice o ha hey ha e a p esc ibed, manda o y p o essional p ac ice oo la e in hei de-
g ee, a he end o he aining (men ioned by 10 s uden s in ag icul u e, economics, IT, law
and poli ical science, eache educa ion).
In addi ion o weaknesses in p o essional p ac ice, he lack o labou ma ke ele ance o
he cu icula and heo y-cen e edness was also highligh ed (men ioned by eigh s uden s in
IT, economics, law and poli ical sciences, na u al sciences, eache educa ion, social scien-
ces). Almos hal o he esponden s s a ed ha hey did no see he p ac ical, labou ma -
ke ele ance o he heo e ical knowledge ma e ial. The esponden s o en emphasised ha
educa ion is eache -cen ed, ha he ins uc o only ies o impa heo e ical knowledge,
and ha new knowledge is a ely linked o p ac ical knowledge o speci ic wo k asks and
si ua ions. As one IT s uden pu i :
Wha a e we supposed o do wi h his? In ope a ing sys em classes we w i e a lo o commands,
bu wha a e hey good o ? Show me when I go in o a company, wha do hey expec ? So, could
we ge a ealis ic look a wha hey do he e, wha I can expec in he labou ma ke ? So, i would
be good o ge a ealis ic pic u e. I'm going o lea n he basics, bu I'd like o know wha I can do
wi h i ? (I8)
Rela ed o he abo e, ano he o e a ching weaknesses ha was men ioned is called excessi e
heo y-cen e edness. By excessi e heo y-cen e edness, hey mean ha he majo i y o cou -
ses a e domina ed by heo e ical knowledge and he e is a ely o ne e an ins ance in which
new ma e ial is wo ked ou using a eal, p ac ical example. And he p e ious examples poin
o he nex p oblem a ea, which is ela ed o he ins uc o s and he lec u e s' me hodological
cul u e.
These a e p oblems wi h he a i ude o eache s, he quali y o eaching, and lack o com-
munica ion be ween eache s (men ioned by ou s uden s in economics, eache educa ion,
social sciences). Two s uden s in eache educa ion, one social science s uden , and one in e -
iewee wi h a business deg ee all poin ed ou de iciencies among ins uc o s. While he la e
wo in e iewees emphasized ha he ins uc o s' a i udes and communica ion wi h s u-
den s we e inadequa e and o en had a nega i e impac on hem, he s uden eache s mainly
men ioned he lec u e s' me hodological cul u e. "To each in a mo e di ec , mo e p epa ed,
and mo e in e es ing way, no jus eading om a slide p ojec o . In i e people om he p o es-
sion" (I9). The majo i y o esponden s belie e ha hei ins uc o s a e help ul and made an
e o , bu hei "hands a e ied" because hey a e bound by a speci ic, o en igid, cu iculum.
Some s uden s a ibu ed much impo ance o he ole o pee s in hei de elopmen ; "i is he
communi y ha helps, no he aining. Some imes we had o make a submission in a g oup, bu
ha 's i , no hing mo e" (I18), "we could ce ainly ask he eache s o help, bu s uden s p e e
o pull up each o he " (I5,6,18).
65
Kocsis, Pusz ai
The lack o o he knowledge was men ioned by six s uden s in IT, economic, enginee ing,
eache educa ion, by which hey mainly mean he lack o in o ma ion necessa y o ind a
job and become success ul employees.
I would be good o ha e a minimum o knowledge abou inances and inding a job... so ha when
I go ou in o he wo ld, I ha e an idea. I miss being old how o make con ac s o sell you sel o
how o be engaging. I would be good i I could ge o know ende s and oppo uni ies, which would
help wi h s a ing you own business, o example, o jus how I use my money... which c edi s can
I ha e. Tha 's wha I am alking abou . (I10)
In he inal pa o ou cu en esea ch, we ha e summa ised he s uden s' sugges ions (The
las ques ion o he in e iew was: I gi en he oppo uni y, wha ips and ad ice would you
gi e o he uni e si y o help s uden s o en e he labou ma ke ?). Mos o his eedback was
aimed a de eloping a mo e ho ough unde s anding o he labou ma ke . Responden s
we e hinking abou ini ia i es such as he wide ange in oduc ion o dual aining. In con-
nec ion wi h he p e ious p oposal, lea ning abou cu en labou ma ke p ocesses can be
achie ed no only in he class oom o du ing he dual educa ion, bu also h ough a ious
wo kshops. This was ollowed by he impo ance o building close con ac s wi h lec u e s, as
well as he impo ance o ca ee choice and s uden suppo .
Wha ou p o ession will ac ually look like in e e yday li e and o ge a mo e nuanced pic u e. (I7)
All he eache s should no always concen a e on deli e ing he ma e ial bu on explaining wha
li e and wo k is like. (I2)
One should ind ou whe he he chosen specialisa ion eally does ha e a colou ul ange o labou
ma ke possibili ies, i.e. i is no limi ed o one job. (I14)
Only one in e iewee among he esponden s highligh ed he need o mo e in ensi e com-
munica ion and con ac wi h eache s. I would be use ul i each g ade o g oup had a men o
o whom hey could u n i hey had any ques ions.
You need someone like a head eache ; each g oup would ha e one and you could add ess you
ques ions o hem. (I1)
The las quo ed esponden highligh ed he need o suppo s uden s: "You de ini ely need a
con idence boos , how should I say i , so ha you come ou o uni e si y eeling con iden "
(I13). The wo ds o his g adua e s uden clea ly illus a e ha s uden s also expec suppo
om highe educa ion ins i u ions, o p epa e hem o he labou ma ke and o acqui e he
compe encies ha will ensu e success ul employmen a e g adua ion.
66 P epa ing S uden s o he Labou Ma ke
5 Discussion
Due o he inc ease in changes ha cha ac e ize he labou ma ke , he demand o non-
cogni i e skills ha suppo he employee's de elopmen al abili y and be e in eg a ion has
inc eased signi ican ly. Highe educa ion ins i u ions he e o e ha e an impo an ole o play
in de e mining he skills and compe encies ha s uden s ca y upon en e ing he wo ld o
employmen and hei po en ial o become employees. The ele ance o his esea ch can be
aced back o hese changes in he labou ma ke . Hunga ian highe educa ion is domina ed
by eache -cen ed app oaches (Ko ács, 2016; Óbuda Uni e si y, 2018), bu such me hods do
no allow he de elopmen o compe encies.
The main ques ion o ou explo a o y esea ch was how he examined highe educa ion
ins i u ion con ibu es o he acquisi ion o compe encies and how hey suppo s uden s'
en y in o he labou ma ke . To answe hese ques ions, a se ies o semi-s uc u ed in e iews
we e conduc ed wi h s uden s om he same uni e si y. An impo an aspec in he selec ion
o esponden s was ha he g adua es had ob ained hei diploma in he las h ee yea s,
while he unde g adua es had o be ull- ime s uden s.
Ou esul s show he same indings wi h p e ious in e na ional (Ha ison, 2017; Robles
2022) and na ional indings which indica e ha independen wo k, eliabili y, and eamwo k
a e he mos commonly expec ed skills in he labou ma ke (Pi oho -Tó h, 2022; Sipos &
Ko ács, 2020). In e ieewees' answe s also con i med ha gene al compe encies a e among
he mos impo an equi emen s. Based on ou da a he mos impo an compe encies a e
p oblem-sol ing, sys ema ic hinking, discipline, communica ion, eamwo k, and abili y o
wo k independen ly. Howe e , he highe educa ion ins i u ions ha e some weaknesses in
helping s uden s gaining hese compe encies. In he ollowing compe encies, s uden s ex-
pe ienced he leas con ibu ion om he uni e si y: P o essional leade ship, con lic and
ime managemen , p oblem-sol ing, c i ical hinking, inno a ion, p ac ical expe ise and
implemen a ion o p o essional knowledge, speaking and digi al skills. The lack o p ac ical
expe ise was men ioned mainly by s uden s in eache educa ion: In Hunga ian eache edu-
ca ion, s uden s s a hei egula eaching p ac ice in school in he las yea o hei educa-
ion, which means a maximum o 10 hou s pe week. Un il hen, hey only pa icipa e in class
isi s o a end ewe classes o a sho e pe iod o ime (a o al o 15 independen ly augh
classes du ing he semes e ). Howe e , in addi ion o eache educa ion, s uden s in o he
educa ion p og ams also men ioned he lack o exe cises o hei du a ion and complexi y.
S uden s o o he majo s inc easingly eel he impo ance o p ac ice and p o essional expe-
ience ha b ings hem close o he eal wo kplace si ua ion. Ano he key issue is o ensu e
he consis ency o heo y and p ac ice, as well as he p ac ical applica ion o knowledge. De-
elopmen o c i ical easoning skills also alls sho o s uden expec a ions. The lack o o he
knowledge (knowledge abou inances and inding a job e c.) can be conside ed pa icula -
ly impo an because knowledge abou he labou ma ke is a aluable ool ha empowe s
67
Kocsis, Pusz ai
s uden s o make well-in o med decisions, plan hei ca ee s e ec i ely, and s and ou in he
compe i i e job ma ke . I also helps hem adap o changing job ma ke dynamics, leading
o g ea e success and job sa is ac ion in hei chosen ields. The las weakness pe cei ed by
s uden s is he lack o ca ch-up p og ams and ime o ein o ce he ma e ial lea ned, which
was men ioned by wo s uden s.
The s uden s conside he p o ision o a good heo e ical basis, he shaping o hei ap-
p oach, he e ec i eness o hei esea ch, and he de elopmen o compe encies (e.g., g oup
wo k) wi hin lec u es as posi i e con ibu ions om he uni e si y. Al hough eamwo k can
de elop a numbe o skills ha a e conside ed essen ial in he labou ma ke , only a ew
s uden s emphasised he use o eamwo k. In his case, i is wo h conside ing ha se e al
in e iewees pa icipa e in eache aining, and only wo o hem emphasised he equen
use o eamwo k wi hin cou ses, while he o he pa icipan s in eache aining emphasised
he p edominance o independen wo k. This is a nega i e ou come no only in e ms o skills
de elopmen , bu also in ela ion o he ac ha s uden s a e no exposed o a ied, in e ac-
i e eaching me hods in he cou ses whe e hey would be mos ele an . Da a a e hough -
p o oking, as eache educa ion should expose s uden s o many mo e in e ac i e, hands-on
asks ha will o m he basis o hei u u e wo k. Ne e heless, we canno d aw gene aliza-
ions om ou esul s, bu we s ill belie e ha i would be wo hwhile o pay mo e a en ion
o skill de elopmen and he use o in e ac i e, s uden -cen e ed eaching me hods in all
a eas o educa ion. S uden s' epo s o en aised conce ns abou he quali y o eaching me-
hods and cou ses. Some esponden s pe cei e hei lec u e s as help ul and ha d-wo king,
bu " hei hands a e ied" by he p essu e o ollow a se , igid cu iculum. Howe e , he o he
pa o he s uden s belie e ha lec u e s would be able o make hei classes mo e enjoyable
and unde s andable h ough a mo e in e ac i e app oach, p ac ical examples, and a a ie y
o eamwo k ac i i ies. The ole and con ibu ion o lec u e s is impo an in se e al aspec s.
Al hough i was no he main ocus o ou esea ch, a posi i e aspec ha eme ged om he
in e iews is ha mos o he s uden s epo ed posi i ely abou he kindess and help ulness
o hei ins uc o s. The li e a u e also sugges s ha he in e ac ions wi h lec u e s can ac as
a p o ec i e ac o agains d op-ou isk and inc ease s uden s' pe sis ence (Kocsis & Pusz-
ai, 2021; Pusz ai e al., 2022). By ac i ely p omo ing and os e ing close con ac be ween
s uden s and lec u e s, educa ional ins i u ions can c ea e a mo e suppo i e and e ec i e
lea ning en i onmen ha bene i s bo h s uden s and he acul y. This helps s uden s achie e
hei academic goals and de elop aluable li e skills, while allowing lec u e s o make a posi-
i e impac on hei s uden s' academic jou neys.
In some cases, he con ibu ion o he uni e si y is less e iden , while in e iewees em-
phasised he ole o s uden wo k, men o ing p og ammes, and amily in he de elopmen
o compe encies (pe se e ance, ime and wo k managemen , ole ance). One o ou mos
no able indings ega ding he pe cep ion o compe ence de elopmen is ha s uden s we e
68 P epa ing S uden s o he Labou Ma ke
less awa e o hei de elopmen du ing hei uni e si y educa ion. We can see ha s uden s
acqui ed he compe encies ha a e expec ed and conside ed necessa y by he labou ma ke
mos ly du ing s uden wo k and o he ac i i ies. The se ings men ioned by he esponden s
a e impo an scenes o wo k socialisa ion. Such as in he amily, whe e hey ga he key
in o ma ion o he de elopmen o hei iews and alues conce ning employmen and im-
p o e hei a i ude owa ds wo k. The di ision o labou in he amily has a signi ican in lu-
ence on he child's o young pe son's a i ude owa ds wo k and hei expec a ions ega ding
hei occupa ion. Resea ch on pa en al in ol emen has iden i ied pa en al olun ee ing in
schools, and in highe educa ion, as a key a ea (Dan e al., 2023; Eps ein, 2010), as pa en s'
mo i a ion o olun ee ing beyond in ol emen is o ac as a posi i e ole model. Fu he -
mo e, he li e a u e highligh s ha paid and/o olun a y wo k alongside s udies has a ole in
pe sonali y de elopmen and iden i y o ma ion, and can he e o e con ibu e signi ican ly
o he de elopmen o young people's skills, as well as making he ansi ion om educa ion
o wo k mo e lexible (Pe na, 2010; S ane a, 2020). Some o he compe encies acqui ed du-
ing s uden wo k (such as communica ion, eamwo k, and lea ning echniques) could be
de eloped in uni e si y cou ses by c ea ing an ac i e lea ning en i onmen .
As men ioned by he in e iewees, wo kshops can help s uden s emain up- o-da e wi h
he "sec e s" o a ce ain p o ession and he condi ions o illing he job, and hey can also
s eng hen he ela ionship be ween he un e si y and he labou ma ke ac o s. In addi ion
o deepening ela ionship building, i migh e en be possible o p esen he open posi ions
and jobs whe e he espec i e companies o e he possibili y o employ he s uden s e en o
a minimal numbe o hou s. P epa a ion o job in e iews could be an impo an elemen
o such e en s. Fu he mo e, ce ain s uden sugges ions highligh ed he impo ance o he
ca ee choice decision. In he Hunga ian con ex , i is common ha d op-ou s can be aced
back o dys unc ional ca ee o ien a ion in seconda y school. O en, highe educa ion s u-
den s a e also unawa e o he labou ma ke ou comes o hei s udies, so he esponden s'
poin is ce ainly alid. In summa y, ca ee guidance is i al o s uden s o make in o med
decisions abou hei academic and p o essional u u e. E ec i e ca ee guidance can help
s uden s h i e in a dynamic job ma ke , ensu ing ha hey ind meaning ul and ul illing
employmen oppo uni ies a e g adua ion.
6 Limi a ions
The esul s o ou explo a o y esea ch can be in e p e ed wi h ce ain limi a ions. The esul s
canno be gene alized and no clea conclusions can be d awn abou he e ec i eness o he
ole o highe educa ion ins i u ion in p epa ing s uden s o wo king li e. Ou esul s apply
only o he examined Hunga ian highe educa ion ins i u ion. Due o he na u e o he e-
sea ch and he size o he sample, we a e unable o compa e hese da a wi h p e ious esul s,
69
Kocsis, Pusz ai
as hey a e mos ly quan i a i e. Ou esea ch does no e eal he sho - e m and long- e m
needs o he labou ma ke ega ding o he skills o employees.
The mos impo an limi a ions o ou esea ch a e he sample size and s udy ield. Con-
ac and da a collec ion encoun e ed obs acles, and ew g adua es ag eed o be in e iewed.
I would be e en mo e e ec i e i pa icipan s we e in ol ed om as many disciplines as
possible. This would p o ide a comp ehensi e pic u e o he aining o e ed by a pa icula
acul y o discipline, he applied me hods, he compe ence de elopmen in he cou ses, and,
he e o e, a mo e p ecise unde s anding o he ole o each discipline in p epa ing s uden s
o he labou ma ke , and he consis ency o heo y and p ac ice.
Wi h he need o ongoing lea ning and upskilling due o he changing job equi emen s,
measu ing compe encies a a single poin in ime may no cap u e an indi idual's abili y
o adap and acqui e new compe encies. Fu he mo e, so skills a e o en mo e di icul o
measu e objec i ely compa ed o echnical o ha d skills. Compe ence assessmen can be
subjec i e, and people may ha e di e en e alua ions ega ding he same indi idual's com-
pe encies. Collec ing and analyzing da a on labou ma ke compe encies can be challenging,
especially o smalle businesses and indus ies wi h limi ed esou ces o da a collec ion
and analysis. The complexi y o measu ing compe encies and he lack o ele an da a does
no allow us o ully e alua e he con ibu ion o highe educa ion o s uden s' de elopmen ,
bu we ha e ob ained esul s ha e lec s uden s' pe cei ed gaps and needs ega ding hei
educa ion which a e wo h conside ing.
7 Recommenda ions
This s udy has iden i ied a eas ha highe educa ion ins i u ions should place mo e emphasis
on de eloping. Based on ou indings, we ha e made ecommenda ions wi h a special ocus
on p ac ical implica ions and di ec ions o u he esea ch.
Fo u u e esea ch, i would be ad isable o s udy science, echnology, enginee ing and
ma hema ics (STEM) and non-STEM ields sepa a ely, o e en one ield alone. The STEM
ields a e signi ican ly mo e closely in e wined wi h labou ma ke needs, as hei p ima y
goal is o educa e no classical in elligence as well as expe s wi h speci ic knowledge who
a e mos likely o mee he needs o he labou ma ke . In addi ion o changes in he labou
ma ke , he inc ease in he numbe o g adua es in STEM ields is signi ican due o he solu-
ion o some global challenges o he 21s cen u y (e.g., clima e change). A speci ic p oblem
ypical o STEM is signi ican ly highe d opou a e, which g ea ly inhibi s he inc ease in
he numbe o skilled wo ke s (Chen, 2013).
I would be use ul o in es iga e he opic using mixed me hods. Fi s ly, i should be im-
po an o de e mine hose p e ious da a ha would p o ide insigh s in o he esea ch ques-
ions. I should be expedien o use exis ing da ase s om go e nmen agencies, indus y
70 P epa ing S uden s o he Labou Ma ke
associa ions, o o he sou ces o analyze labo ma ke ends and ou comes. I would be e ec-
i e o analyze su eys o cu en s uden s, alumni, and employe s o ga he in o ma ion on
hei pe cep ions o he uni e si y's e ec i eness in p epa ing s uden s o he labo ma ke .
Fu u e esea ch should collec da a and adminis a i e eco ds om uni e si y eco ds on
cou se comple ion, academic pe o mance, in e nships, and job placemen s. In addi ion o
he esea ch ac i i ies abo e, i is wo h using exis ing s anda dised ques ionnai es o assess-
men s o measu e s uden s' knowledge and compe encies in ela ion o hei s udy ields. I is
ad isable o conduc in e iews and ocus g oups wi h s uden s, alumni, acul y and emplo-
ye s o gain quali a i e insigh s in o hei expe iences and pe spec i es. Fu u e esea che s
can e en c ea e hei own measu ing ins umen which helps o ins i u ional de elopmen .
Ou nex ecommenda ion add esses he enewal o highe educa ion pedagogy. The in-
i ial s ep would be a change in he app oach o eaching, which impac s would also be isi-
ble in eaching me hods. S uden s' demands mainly conce n ha eache s should pay mo e
a en ion o s uden s' eedback, ocusing on p oblem-sol ing, c ea i i y-based p ojec s, and
p ac ice-o ien ed cou ses, as hese s eps could add ess pe cei ed sho comings and lead o
a mo e in e ac i e eaching-lea ning p ocess. The de elopmen o a ious compe encies can
be achie ed wi hin his amewo k o highe educa ion ins i u ions, in addi ion o s uden
employmen and wo k expe ience. Howe e , his equi es ha lec u e s pay su icien a en-
ion o skills de elopmen . The use o di e en eaching me hods would also help o de elop
compe encies such as communica ion and p esen a ion skills, which a e impo an equi-
emen s o he labou ma ke . The compe encies lis ed abo e a e o en also ele an in such
aining a eas and jobs whe e he impo ance o hese skills is no he i s hing ha comes o
mind, which is pa icula ly ue in STEM ields. S uden s in STEM ields would bene i om
being able o p ac ice explaining solu ions and implemen a ions ela ed o hei p o ession in
uni e si y cou ses, and o make hemsel es unde s ood by hei pee s wi h whom hey ha e
di e en quali ica ions. O cou se, in case o la ge g oups, which is pa icula ly common in
STEM ields, he eache s hemsel es may ace obs acles due o he low numbe o lec u e
hou s. I would be use ul i skills de elopmen we e o e ed in a o m o addi ional cou ses,
ei he op ional o compulso y. This would p e en he issue o imposing he bu den o i ing
compe ence de elopmen in o an o en igid subjec .
We should no o e look he ac ha in some cases he e may be sho comings no only
in he eaching me hods o he ins uc o s, bu also in he p epa edness o he s uden s. I is
common ha s uden s en e highe educa ion wi h inc easignly less academic p epa a ion
and p io knowledge. Young people a e no awa e o he impo ance o heo e ical know-
ledge, which is conside ed a signi ican esou ce, especially in he long e m. They do no
unde s and ha uni e si y educa ion is he ounda ion o li elong lea ning.
One o he challenges o highe educa ion is o mee employe s' needs by de eloping
s uden s’ compe encies. Du ing hei ime in highe educa ion, s uden s should be equipped
71
Kocsis, Pusz ai
wi h a se o compe encies ha will ensu e hei success ul in eg a ion in o he labou ma -
ke . Ou cu en esea ch con ibu es o his goal by mapping he con ibu ions o he uni e -
si y, highligh ing whe e he e is oom o imp o emen which can help g adua es en e ing o
he labou ma ke . Educa ional ins i u ions and employe s need o wo k oge he o de elop
adap able app oaches o compe ence measu emen , and os e collabo a ion o ensu e indi-
iduals a e equipped wi h he compe encies ha ma ch he dynamic demands o he labou
ma ke .
Acknowledgemen
This esea ch was suppo ed h ough he New Na ional Excellence P og am o he Minis-
y o Human Resou ces, ÚNKP-22-4-I-DE-303, and he esea ch on which his pape is
based was implemen ed by he MTA-DE-Pa en -Teache Coope a ion Resea ch G oup wi h
he suppo p o ided by he Resea ch P og amme o Public Educa ion De elopmen o he
Hunga ian Academy o Sciences.
E hicsS a emen
Each pa icipan was ully b ie ed on he esea ch pu pose and hey olun ee ed o ake pa
in he s udy a e ha ing been in i ed o pa icipa e. We ha e also aken u he s eps o p o-
ec he anonymi y o each o ou esponden s no only du ing he da a collec ion p ocess bu
also in he main epo . This s udy was app o ed by he Uni e si y o Deb ecen o Educa ion
E hics Commi ee.
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