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All Outputs (18)

The degree generation: the making of unequal graduate lives, by N. Ingram, A.-M. Bathmaker, J. Abrahams, L. Bentley, H. Bradley, T. Hoare, V. Papafilippou, and R. Waller, 2023, Bristol University Press, Bristol, UK, GPB 14.99, 212 p, ISBN 978-1529208856 (2023)
Journal Article
Hordósy, R. (2023). The degree generation: the making of unequal graduate lives, by N. Ingram, A.-M. Bathmaker, J. Abrahams, L. Bentley, H. Bradley, T. Hoare, V. Papafilippou, and R. Waller, 2023, Bristol University Press, Bristol, UK, GPB 14.99, 212 p, ISBN 978-1529208856. British Journal of Sociology of Education, 44(7), 1229-1237. https://doi.org/10.1080/01425692.2023.2269504

Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása (2022)
Journal Article
Hordósy, R., & Norris, J. (2022). Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása. Educatio, 31(2), 249-263. https://doi.org/10.1556/2063.31.2022.2.6

Az oktatás/kutatás viszonya a magyar szociológiában-hallgatói és oktatói tapasztalatok összehasonlítása HOR DÓSY R ITA*-JEN NIFER NOR R IS University of Nottingham (Egyesült Királyság) Beérkezett: 2021. szeptember 20., elfogadva: 2022. április 9. E t... Read More about Az oktatás/kutatás viszonya a magyar szociológiában – hallgatói és oktatói tapasztalatok összehasonlítása.

The future of the research and teaching nexus in a post-pandemic world (2022)
Journal Article
Hordósy, R., & McLean, M. (2022). The future of the research and teaching nexus in a post-pandemic world. Educational Review, 74(3), 378-401. https://doi.org/10.1080/00131911.2021.2014786

Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university–industry partnerships and collaborations across disciplines and geog... Read More about The future of the research and teaching nexus in a post-pandemic world.

‘I’ve changed in every possible way someone could change’–transformative university transitions (2021)
Journal Article
Hordósy, R. (2023). ‘I’ve changed in every possible way someone could change’–transformative university transitions. Research Papers in Education, 38(2), 187-207. https://doi.org/10.1080/02671522.2021.1961296

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides a novel conceptualisation of transformative transitions via looking at the four dimensions of non... Read More about ‘I’ve changed in every possible way someone could change’–transformative university transitions.

Career decisions of further education college students: where does higher education 'fit in'? (2021)
Journal Article
Quyoum, A., Hordósy, R., Mittelmeier, J., Jones, S., & McCaldin, T. (2021). Career decisions of further education college students: where does higher education 'fit in'?. Widening Participation and Lifelong Learning, 23(1), 54-78. https://doi.org/10.5456/wpll.23.1.54

In the context of a proliferation of post-16 options, the need for substantial individual financial investment in university education, and uncertainties of employment outcomes, this paper explores student agency and structural constraints around car... Read More about Career decisions of further education college students: where does higher education 'fit in'?.

‘Possible Selves’ in practice: how students at Further Education Colleges in England conceptualise university (2021)
Journal Article
Jones, S., Hordósy, R., Mittelmeier, J., Quyoum, A., & McCaldin, T. (2022). ‘Possible Selves’ in practice: how students at Further Education Colleges in England conceptualise university. Research Papers in Education, 37(6), 757-772. https://doi.org/10.1080/02671522.2020.1864765

© 2021 Informa UK Limited, trading as Taylor & Francis Group. This paper reports on a project in the North of England that looks at the college-to-university decision-making processes of non-traditional students through the conceptual lens of ‘Poss... Read More about ‘Possible Selves’ in practice: how students at Further Education Colleges in England conceptualise university.

Moving Through and Moving Away: (Higher) Education Strategies of Hungarian Students (2020)
Journal Article
Hordosy, R., & Szanyi-F., E. (2021). Moving Through and Moving Away: (Higher) Education Strategies of Hungarian Students. Intersections. East European Journal of Society and Politics, 6(4), 34-62. https://doi.org/10.17356/ieejsp.v6i4.600

© 2020, INTERSECTIONS. EAST EUROPEAN JOURNAL OF SOCIETY AND POLITICS. All Rights Reserved The existence of persistent and entrenched inequalities within the Hungarian education system is revealed in international comparison, thereby highlighting the... Read More about Moving Through and Moving Away: (Higher) Education Strategies of Hungarian Students.

Moving Through and Moving Away: (Higher) Education Strategies of Hungarian Students (2020)
Journal Article
Hordosy, R., & Szanyi, E. F. (2020). Moving Through and Moving Away: (Higher) Education Strategies of Hungarian Students. Intersections. East European Journal of Society and Politics, 6(4), 34-62. https://doi.org/10.17356/ieejsp.v6i4.600

The existence of persistent and entrenched inequalities within the Hungarian education system is revealed in international comparison, thereby highlighting the strong link between students’ socio-economic background and educational outcomes. Universi... Read More about Moving Through and Moving Away: (Higher) Education Strategies of Hungarian Students.

Undergraduate experiences of the research/teaching nexus across the whole student lifecycle (2019)
Journal Article
Clark, T., & Hordosy, R. (2019). Undergraduate experiences of the research/teaching nexus across the whole student lifecycle. Teaching in Higher Education, 24(3), 412-427. https://doi.org/10.1080/13562517.2018.1544123

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. There is currently much interest in the interconnections between research and teaching in Higher Education. This relationship is usually termed ‘the research/teaching nexus’ (RTN... Read More about Undergraduate experiences of the research/teaching nexus across the whole student lifecycle.

Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University (2018)
Journal Article
Clark, T., & Hordósy, R. (2019). Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University. Sociological Research Online, 24(3), 353-369. https://doi.org/10.1177/1360780418811971

© The Author(s) 2018. In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by inc... Read More about Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University.

‘It’s Scary and It’s Big, and There’s No Job Security’: Undergraduate Experiences of Career Planning and Stratification in an English Red Brick University (2018)
Journal Article
Hordósy, R., & Clark, T. (2018). ‘It’s Scary and It’s Big, and There’s No Job Security’: Undergraduate Experiences of Career Planning and Stratification in an English Red Brick University. Social Sciences, 7(10), 1-20. https://doi.org/10.3390/socsci7100173

There is a continuing trend within higher education policy to frame undergraduate study as ‘human capital investment’—a financial transaction whereby the employment returns of a degree are monetary. However, this distinctly neoliberal imaginary ignor... Read More about ‘It’s Scary and It’s Big, and There’s No Job Security’: Undergraduate Experiences of Career Planning and Stratification in an English Red Brick University.

Beyond the compulsory: a critical exploration of the experiences of extracurricular activity and employability in a northern red brick university (2018)
Journal Article
Hordósy, R., & Clark, T. (2018). Beyond the compulsory: a critical exploration of the experiences of extracurricular activity and employability in a northern red brick university. Research in Post-Compulsory Education, 23(3), 414-435. https://doi.org/10.1080/13596748.2018.1490094

© 2018, © 2018 Association for Research in Post‐Compulsory Education (ARPCE). There has been an increasing emphasis placed on the skills and attributes that university students develop whilst studying for their degree. These ‘narratives of employabil... Read More about Beyond the compulsory: a critical exploration of the experiences of extracurricular activity and employability in a northern red brick university.

Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university (2018)
Journal Article
Hordósy, R., & Clark, T. (2019). Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university. Social Policy and Administration, 53(5), 761-775. https://doi.org/10.1111/spol.12410

© 2018 John Wiley & Sons Ltd Drawing on a thematic analysis of longitudinal qualitative data (ntotal=118), this article takes a “whole student lifecycle” approach to examine how lower and higher income students at an English northern red brick univ... Read More about Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university.

Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability (2018)
Journal Article
Hordósy, R., Clark, T., & Vickers, D. (2018). Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability. Journal of Education and Work, 31(4), 353-365. https://doi.org/10.1080/13639080.2018.1498068

This paper explores how the various pressures of finance, employability and part-time work are experienced by undergraduates studying in an English Red Brick University. Drawing on the results of a 3-year qualitative study that followed 40 students t... Read More about Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability.

‘We will never escape these debts’: Undergraduate experiences of indebtedness, income-contingent loans and the tuition fee rises (2017)
Journal Article
Clark, T., Hordósy, R., & Vickers, D. (2019). ‘We will never escape these debts’: Undergraduate experiences of indebtedness, income-contingent loans and the tuition fee rises. Journal of Further and Higher Education, 43(5), 708-721. https://doi.org/10.1080/0309877x.2017.1399202

This article critically examines how undergraduate students in a red brick university in the North of England have experienced the threefold rise in tuition fees since 2012, with particular attention on how they have begun to understand and negotiate... Read More about ‘We will never escape these debts’: Undergraduate experiences of indebtedness, income-contingent loans and the tuition fee rises.

‘Tracing’ Europeanisation: School leavers’ and graduates’ information systems as an example (2016)
Journal Article
Hordósy, R. (2016). ‘Tracing’ Europeanisation: School leavers’ and graduates’ information systems as an example. Research in Comparative and International Education, 11(2), 135-147. https://doi.org/10.1177/1745499916632978

This paper analyses the extent to which the process of Europeanisation can be observed within a specific policy area: that of school leaving and graduation. The paper investigates what is known about school leavers and graduates at the national and t... Read More about ‘Tracing’ Europeanisation: School leavers’ and graduates’ information systems as an example.

How do different stakeholders utilise the same data? The case of school leavers’ and graduates’ information systems in three European countries (2016)
Journal Article
Hordósy, R. (2017). How do different stakeholders utilise the same data? The case of school leavers’ and graduates’ information systems in three European countries. International Journal of Research and Method in Education, 40(4), 403-420. https://doi.org/10.1080/1743727x.2016.1144740

This paper analyses how three European countries produce and use data within a specific educational policy field, that of school leaving and graduation. It compares how stakeholders in England, Finland and the Netherlands know what happens to the lea... Read More about How do different stakeholders utilise the same data? The case of school leavers’ and graduates’ information systems in three European countries.

Who knows what school leavers and graduates are doing? Comparing information systems within Europe (2014)
Journal Article
Hordosy, R. (2014). Who knows what school leavers and graduates are doing? Comparing information systems within Europe. Comparative Education, 50(4), 448-473. https://doi.org/10.1080/03050068.2014.887370

Many current national and institutional education policies address the issue of raising participation amongst young people and enhancing employability after leaving school or university. What sort of information are these policies built on? This pape... Read More about Who knows what school leavers and graduates are doing? Comparing information systems within Europe.