Hungary (2021)

Now think of the policies in your home country related to RESEARCH in the domains of SSH in general. In your honest opinion, what is the effect of these policies on the current status of SSH? (Please don’t think of career prospects, etc. for SSH graduates, but of the SSH’s potential for development as *educational and research* domains, and for career development for people *employed in academia*, etc.)

1 star = negative
2 stars = rather negative
3 stars = neither positive nor negative
4 stars = rather positive
5 stars = positive

RESULT: 1.95/5

In terms of RELEVANCE and IMPORTANCE, what are your personal expectations about the future of SSH in your professional home country?

1 star = there will be SUBSTANTIAL LOSS of relevance and importance
2 stars = there will be SOME LOSS of relevance and importance
3 stars = their relevance and importance will remain the SAME
4 stars = they will GAIN SOME relevance and importance
5 stars = they will GAIN MUCH relevance and importance

RESULT: 2.37/5

In terms of national policies related to EDUCATION, what are your personal expectations about the future of SSH in your professional home country?

1 star = negative
2 stars = rather negative
3 stars = neither positive nor negative
4 stars = rather positive
5 stars = positive

RESULT: 2.04/5

In terms of national policies related to RESEARCH, what are your personal expectations about the future of SSH in your professional home country?

1 star = negative
2 stars = rather negative
3 stars = neither positive nor negative
4 stars = rather positive
5 stars = positive

RESULT: 2.12/5

Please think of the official systems for evaluation of research output in your professional home country. What do you think of the effect they have on SSH in general?

1 star = negative
2 stars = rather negative
3 stars = neither positive nor negative
4 stars = rather positive
5 stars = positive

RESULT: 2.70/5

When you talk to junior colleagues in your field/domain about their professional future in general, how do they feel about it?

1 star = pessimistic
2 stars = rather pessimistic
3 stars = neither pessimistic nor optimistic
4 stars = rather optimistic
5 stars = optimistic

RESULT: 2.41/5

State Evaluation Systems

 State policies for evaluation of research outputs

The Hungarian Accreditation Committee (HAC), which is a “a national body of experts facilitating the control, assurance and evaluation of the scientific quality of education, scientific research and artistic activity at higher education institutions”, was established in 1993. It is responsible for the supervision, assurance, and evaluation of the quality of higher education, scientific research and the scientific quality of artistic creation in higher education institutions, with a special regard to doctoral schools. The Committee also carries out an evaluation of the doctoral schools. More specifically, the Accreditation Committee’s president and members “receive their letters of appointment from the Prime Minister for a six-year term, which is once renewable… HAC has a Financial Supervisory Board, and since its inception … an International Advisory Board. The Secretariat has a staff of 15… In compliance with the European Standards and Guidelines, the HAC was evaluated by an external team of experts in 2008/09 and consequently has renewed its membership in ENQA, the European Association of Quality Assurance for another five-year term”. (Source: http://old.mab.hu/web/index.php?option=com_content&view=article&id=224&Itemid=733&lang=en.)

HAC’s mission statement says that “during its operation, HAC considers the legislation on higher education, performs its dedicated tasks, complies with the criteria set in the ESG 2015, and applies the objective, complex and up-to-date criteria developed by the HAC expert commissions and the Board. With its activities, HAC reinforces its independent operation, and applies, develops and/or adapts a methodology in evaluation in line with international standards.”

Importantly, the primary task of HAC is quality control; it has no impact on the state’s financial support of universities. Notably, a recent article criticized the Committee for its lack of political independence. Also, there has criticism that the criteria of the evaluation used by HAC have increasingly disregarded quality and quantity of academic research.

Approaches to SSH as compared to STEM

In terms of the evaluation of university professor applications, the evaluation forms and criteria are set differently for various fields. Evaluation forms for the following disciplines are listed separately:

• Agricultural Sciences
• Humanities
• Business and Management, Economic Sciences, Regional Studies
• Theology
• Arts
• Medicine and Health sciences
• Sports Sciences
• Engineering and Technology
• Administration and Law
• Military Sciences
• Media and Communication Studies
• Public Administration and Police Studies
• Political Science and Sociology
• Natural Sciences

Approaches to different institution types

The policy in question does not differentiate between institution types.

Scientometric/bibliometric channels

Academic achievements and publications are relevant for the evaluation of teachers in higher education. Citations are considered as appearing in the Science Citation Index (SCI); Social Science Citation Index (SSCI); Arts and Humanities Citation Index (AHCI), Hungarian Scientific Bibliography Database.

National vs international publications

“Foreign language publications” is one of the requirements for the evaluation of teachers in higher education, however, no information on ranking weight is included.

Societal impact

Innovations are mentioned in the requirements for the evaluation of teachers in higher education.

SSH-relevant research output types excluded by the policy

HAC does not consider the following scientific achievements and publications:

• Ones appearing in daily or non-professional weekly papers or journals (even if they are subject-specific)
• Non-peer reviewed self-published editions
• Textbooks and support material, such as handouts and examples, or compilations, editorial work, etc.
• Single-page texts in conference publications or posters
• Books and other translations (with the exception of translations from classical languages that also contain scholarly commentary)
• Book reviews or critiques (with the exception of extensive artistic reviews)
• Research reports for projects or commissioned work
• Theses or dissertations
• Any other manuscripts
• Popular science publications
• Interviews (where the applicant is either the reporter or interview subject) carried out for non-scientific purposes
• Forthcoming publications
• Artistic performances or productions not publicly shown

Evaluation-based funding

There is no link between the official evaluation policies and funding.

Regulation framework

Policies

According to the Higher Education Act, the main activities of higher education institutions in Hungary are: education, academic research and artistic creation. “The 2014 Higher Education Strategy points out key areas for policy action around teacher training, closer interaction with the local labour market and community, and new forms of vertical and horizontal partnerships in HEIs to build and nurture synergies between education, research and third mission activities” (OECD 2017, p.23). The Strategy delineates a research-development innovation focus. This strategy involves aspects such as increasing the number of researchers, supporting new innovative enterprises, and improving the competitiveness of research and technological development (RTD) workshops.

The government Strategy names the following areas of higher education as strategically important training areas: medical and pedagogical training, technical, economic and agricultural training. These fields will likely receive more attention from various funding schemes.

In terms of funding, as of September 2021, the educational funding in HE is based on the number of students. It is complemented with separate funding for research and infrastructure, based on this Government announcement. As mentioned above, according to a leading expert on higher education, the current changes in the higher education sector resulted in financial support for HEIs being calculated based on series of complex indicators; a monitoring system was put in place that oversees government financing. An agreement is signed between the minister responsible for HE and the maintainer of HEIs for 6 years, which allows universities to plan their spending on a long-term scale. If the institution does not fulfil its set goals, the next cycle of funding may be adjusted to compensate for the shortcoming. Ranking plays no role in this funding scheme, but scientific output does: among the indicators there is scientometric data that reflects scientific outputs and results, which will have an effect on state financing. Higher education institutions also benefitted from the Action plan to relaunch the economy in the form of funding for purchasing assets, machines and equipment and on setting up laboratories.

Legislation

The Ministry of Innovation and Technology is responsible for school-based vocational education in the field of adult education and higher education. The Act CCIV of 2011 on National Higher Education is the primary regulation, which states that “the state shall be responsible for ensuring the operation of the system of higher education, while the responsibility for ensuring the operation of higher education institutions shall lie with their maintainers” (chapter 1, section 2, article 2).

In Hungary, there are two types of tertiary institutions: non-university institutions (colleges) and universities. Higher education institutions can be state-owned or run by legal entities determined by the law. These can include: a) the Hungarian state, national minority self-governments, b) ecclesiastical legal persons (“ecclesiastical maintainers”), c) companies established in the territory of Hungary, d) foundations, public foundations and organizations engaged in religious activities registered in Hungary.

The state-owned HEIs are accountable to, and receive funding from the Ministry of Human Capacities, and non-state HEIs can be established and operated by enterprises, foundations, public foundations, public interest trusts, organisations engaged in religious activities, and maintenance bodies.

Based on the 2021. IX Decree. About Foundations of Public Tasks, significant changes in the state funding of Higher Education in Hungary were made, with several state Higher Education institutions soon to be maintained by foundations. This means an upcoming change in the operational and funding model. The list of such universities has been published. Currently, according to the Education Office, among the recognised higher education institutions in Hungary in 2021, currently there are 17 state (public) universities and universities of applied sciences, 21 non-state (private) universities and universities of applied sciences; 1 state (public) college and 24 non-state (private) colleges.

The Hungarian HE system made a commitment to the European Higher Education Area and Bologna process. Academic degrees are following the three-cycle degree structure, in accordance with the Bologna Declaration that Hungary signed in 1999 (and it was introduced in September 2006). Furthermore, the higher education system adheres to the Qualifications Framework of the European Higher Education Area and the European Qualifications Framework for Lifelong Learning (EQF), which means that after acquiring the Bachelor’s (BA/BSc) level (6-8 semesters, EQF level 6), students can pursue a Master’s (MA/MSc) degree (4 semesters, EQF level 7), followed by the third cycle—a doctoral program (EQF level 8) (Eurydice).

Academic employees in public positions in HEIs are considered public sector employees and thus public servants. In higher education institutions, the rector has the employer’s right, regarding both education and academic research. In general, requirements for those employed in HEIs are stipulated in the Act CCIV of 2011 on National Higher Education and the higher education institution’s requirements of employment. They are usually based on academic achievement and academic degree as prerequisites of advancement.

Academic ranks and promotion both depend on experience in teaching and research. Achieving “habilitation”, a second major piece of research after the doctorate, is a requirement for applying for a professorship. The Habilitation committee, which grants the degree, is set up by individual institutions, and thus individual institutions oversee the process. University professors are (officially) appointed by the President of the Republic of Hungary (although the institutions advertise for their own staff) (source: European University Institute, “Hungary, Academic Career Structure”).

National classification system of academic fields

There is no national classification system of academic fields in Hungary; however, see the list of academic domains subject to evaluation used by the Hungarian Accreditation Committee above.

Funding framework

Funding actors

The most important funder of HEIs is the state, but other forms of funding are also possible and described in the next section.

Funding forms

According to the Act on Higher Education, apart from state-provided support, which is included in the annual national budget, HEIs can generate income from tuition fees paid by their self-financing students and from the income of their activities. In addition, the state offers normative subsidies (for students’ dormitories, accommodation, textbooks, sport and cultural activities, and scholarships). The Act states that fees charged should be determined by the rules on fees and allowances, “on the basis of which the student and the higher education institution shall lay down the amount payable in an agreement” (chapter 23, section 51, article 83). Institutions have autonomy to set their own fees: “The rules for organisation and operation shall contain the rules which form the basis of the rector’s decision, in the case of students participating in self-funded programmes, on the benefits due on the basis of academic results, or available on the basis of social needs, and the permission for payment in instalments” (chapter 23, section 51, article 83). Furthermore, private higher education institutions that are not operating as public benefit organisations perform their activities (performance of educational, academic research and creative artistic activities) as business activities, and therefore can make profit, the distribution of which is determined by the maintainer in the founding charter (chapter 26, section 95, para. 1).

The 389/2016 Decree on Financing of Higher Educational institutions applies to state, church and private HEIs alike, and it details the calculations behind state subsidies. Non-state higher education institutions are eligible for state support under an agreement with the state. The Decree also stipulates additional funding for students with disabilities.

As of September 2021, universities can also receive funding for research and infrastructure; the new higher education funding system to be introduced soon will support research activities of the institutions, and the maintenance of the infrastructure will also receive a separate form of funding, based on the announcement of the Minister for Innovation and Technology.

Financial support for students and researchers

The current student normative in higher education is 166,600 HUF (increased from 128,520 HUF), which roughly equals to 410 EUR (increased from 317 EUR) (by June 2022 exchange rate).

Support for students of HEIs is regulated by the following regulations:

• The Act on Higher Education,
• The Government Decree on Student Allowances and Support
• The Government Decree on Doctoral Programmes

Scholarships are based on student performance calculated in points; disadvantaged, disabled students and students on maternity leave applying for admission receive additional 40 points, thus becoming more likely to receive a full or partial scholarship. In addition, there are other specific forms of student support (see here).

To support research in HE, the National Research, Development and Innovation Office (NRDI) offers a list of competitive funding schemes. Namely, “A coherent portfolio of competitive calls was implemented by the NRDI Office to facilitate the regulated, predictable and purpose-oriented use of RDI funds coming from EU sources and the National Research, Development and Innovation Fund (NRDI Fund). The calls of the portfolio developed from RDI sources in view of strategic considerations provide funding only to proposals that meet strict assessment criteria. The calls promote research excellence, corporate development and innovation, researcher-industry cooperation as well as the implementation of innovative ideas” (NRDI website; the site lists the funding options and sources of funding).

To support academics, in 1996 the Hungarian Government established Tempus Public Foundation (TPF), a non-profit organization with the task of managing international cooperation programmes and special projects in the field of education, training and EU-related issues; among its main activities are management of scholarship and cooperation programmes.

In 2020, a Research Fund was established by the government to support “socially useful research projects, research excellence goals, higher education institutions and research institutes. Individual research excellence programs are funded from the Research Fund”. Funds are distributed partly in the form of tenders, but corporate innovation and market-oriented research and development activities (partly implemented jointly by the academic and corporate sectors) will also be funded.

There is no statistics on funding available within disciplines.

Cost of education

According to the Higher Education Act of 2011, there are three categories of HE students:

• Students with full state scholarship
• Students financed partially through a state scholarship
• Students who pay full tuition fee

Scholarships are competitive and applicants with the best performance in their previous studies may receive state scholarship. The number of students who receive either state scholarship or partial state scholarships is regulated annually by a government decree. Importantly, scholarships have conditions: “The condition of the state scholarship is that the students receiving it (excluding those participating in religious studies) undertake to work for a Hungarian employer for the same period as the duration of the payment of the scholarship within twenty years of obtaining their diploma. Otherwise, they will have to repay the valorised value of their scholarship. … If a student in a full/partial scholarship programme does not obtain a degree during 1.5 times the study period required for the given training, they must repay 50% of their scholarship. If students participating in a full/partial scholarship programme discontinue their studies, or a student continues their studies in the form of self-financing for any reason, other students formerly participating in self-financed programmes may take their places upon request, if their academic performance entitles them to do so” (source: Euridice, https://eacea.ec.europa.eu/national-policies/eurydice/content/national-reforms-higher-education-29_en, accessed: March 2023).

The range of tuition fees is set by the state for students participating in self-financed programmes, and institutions set the exact fee. The extent of tuition fees currently is summarized by Felvi.hu, based on these institutions and faculties/departments.