Reducing Higher Education Drop-Out Rates in a Disadvantaged Region

Authors

  • Katalin Torkos
    Affiliation
       
  • Anikó Kálmán
    Affiliation
    Prof. Dr. Anikó Kálmán, University of Nyíregyháza She is recognized as one of the few experts in Hungary in the field of Lifelong Learning and Andragogy. She got her PhD degree in 1999 in Educational Science and the Habilitated Doctor (Dr. Habil.) qualification in 2007 in Management and Organizational Sciences. Among others, she is currently full professor at the University of Nyíregyháza and associate professor at Budapest University of Technology and Economics (BME), academic staff member at the Doctoral School of the Faculty of Education and Psychology at Eötvös Loránd University, Budapest and in the Educational Doctoral School at the University of Szeged. She was executive president of MELLearN Hungarian National University Lifelong Learning Network between 2002-2015 and was elected to the SEFI Board of Directors in 2014. In 2015, she worked as a visiting lecturer at Tampere University of Applied Sciences. Her research fields include lifelong learning, staff development, adult education, methodology, the knowledge triangle and the new ecosystem.
https://doi.org/10.3311/ope.40436

Abstract

There are many universities in Hungary in existence crisis due to the drastic decline in student number. It can partly be attributed to demographic reasons but there are other ones that could be interpreted only in socio-economic context. It is not enough that fewer people are enrolling in higher education each year, but the drop-out rate is also very high. Adding these two factors together, the weight loss is even stronger concerning the graduates. Locally organized professor-based mentoring programs may be the solution to this problem at higher education level. This paper examines this kind of mentor role, the experience and its efficiency from the perspective of students at risk.

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How to Cite

Torkos, K., Kálmán, A. (2025) “Reducing Higher Education Drop-Out Rates in a Disadvantaged Region”, Opus et Educatio, 12(1). https://doi.org/10.3311/ope.40436

Issue

Vol. 12 No. 1 (2025): Issue 44

Section

Studies