Teaching Political Science Research Methods in Hungary: Transferring Student-Centred Teaching Practices into a Subject-Focused Academic Culture
This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary’s subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries part...
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| Published in | European political science Vol. 13; no. 1; pp. 78 - 95 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
London
Palgrave Macmillan UK
01.03.2014
Palgrave Macmillan |
| Subjects | |
| Online Access | Get full text |
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| Abstract | This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary’s subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries participating in the Bologna Process undersigned the importance of student-centredness, few countries have actually yet moved in this direction. In addition, we know very little about how these instructional methods work outside the Western democratic context. I show that research into teaching is an important means to improve the process of education and that there are specific problems in transferring student-centredness into post-Communist higher education settings. Finally, I argue that knowing one’s teaching context is vital for planning student-centred courses effectively, which would be greatly fostered by experiencing other teaching contexts through early-career teacher exchanges. The European Commission has recently affirmed its commitment to staff exchanges, but such opportunities are only likely to be beneficial if they go beyond the current 6-week long exchange scheme that the Erasmus programme offers. |
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| AbstractList | This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary's subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries participating in the Bologna Process undersigned the importance of student-centredness, few countries have actually yet moved in this direction. In addition, we know very little about how these instructional methods work outside the Western democratic context. I show that research into teaching is an important means to improve the process of education and that there are specific problems in transferring student-centredness into post-Communist higher education settings. Finally, I argue that knowing one's teaching context is vital for planning student-centred courses effectively, which would be greatly fostered by experiencing other teaching contexts through early-career teacher exchanges. The European Commission has recently affirmed its commitment to staff exchanges, but such opportunities are only likely to be beneficial if they go beyond the current 6-week long exchange scheme that the Erasmus programme offers. [PUBLICATION ABSTRACT] This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary's subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries participating in the Bologna Process undersigned the importance of student-centredness, few countries have actually yet moved in this direction. In addition, we know very little about how these instructional methods work outside the Western democratic context. I show that research into teaching is an important means to improve the process of education and that there are specific problems in transferring student-centredness into post-Communist higher education settings. Finally, I argue that knowing one's teaching context is vital for planning student-centred courses effectively, which would be greatly fostered by experiencing other teaching contexts through early-career teacher exchanges. The European Commission has recently affirmed its commitment to staff exchanges, but such opportunities are only likely to be beneficial if they go beyond the current 6-week long exchange scheme that the Erasmus programme offers. Adapted from the source document. Reprinted by permission of Palgrave Macmillan Ltd. This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary's subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries participating in the Bologna Process undersigned the importance of student-centredness, few countries have actually yet moved in this direction. In addition, we know very little about how these instructional methods work outside the Western democratic context. I show that research into teaching is an important means to improve the process of education and that there are specific problems in transferring student-centredness into post-Communist higher education settings. Finally, I argue that knowing one's teaching context is vital for planning student-centred courses effectively, which would be greatly fostered by experiencing other teaching contexts through early-career teacher exchanges. The European Commission has recently affirmed its commitment to staff exchanges, but such opportunities are only likely to be beneficial if they go beyond the current 6-week long exchange scheme that the Erasmus programme offers. Adapted from the source document. This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary’s subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries participating in the Bologna Process undersigned the importance of student-centredness, few countries have actually yet moved in this direction. In addition, we know very little about how these instructional methods work outside the Western democratic context. I show that research into teaching is an important means to improve the process of education and that there are specific problems in transferring student-centredness into post-Communist higher education settings. Finally, I argue that knowing one’s teaching context is vital for planning student-centred courses effectively, which would be greatly fostered by experiencing other teaching contexts through early-career teacher exchanges. The European Commission has recently affirmed its commitment to staff exchanges, but such opportunities are only likely to be beneficial if they go beyond the current 6-week long exchange scheme that the Erasmus programme offers. |
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ThiesCGHoganRE‘The state of undergraduate research methods training in political science’PS: Political Science & Politics2005382293297 HubaMEFreedJELearner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning2000Boston: Alynn and Bacon SárdiCA felsöoktatás-pedagógia kihívásai a 21.században [The Challenges of Higher Education Pedagogy in the 21st Century]2012Budapest: Eötvös József Könyvkiadó BlumbergPDeveloping Learner-Centered Teaching: A Practical Guide for Faculty2009San Francisco: Jossey-Bass Shingles, R., Becerra, R. and Pencek, B. (2006) ‘Changing teaching practice in a research methods course utilizing a student-centered approach’, Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington DC, 18 February. ClarkA‘Embedding transferable skills and enhancing student learning in a political science research methods module: Evidence from the United Kingdom’PS: Political Science & Politics2011441135139 WeimerMLearner-Centered Teaching: Five Key Changes to Practice2002San Francisco: Jossey Bass London Communiqué. (2007) ‘The Official Bologna Process website’, available at The Official Bologna Process Web site, available at http://www.ehea.info/article-details.aspx?ArticleId=3, accessed March 2013. Forehand, M. (2005) ‘Bloom’s Taxonomy: Original and Revised’, in M. Orey (ed.) Emerging Perspectives on Learning, Teaching, and Technology, Zurich: Jacobs Foundation, available at http://www.coe.uga.edu/epltt/bloom.htm, accessed 6 September 2012. ReevesTC‘How do you know they are learning? The importance of alignment in higher education’International Journal of Learning Technology20062429430910.1504/IJLT.2006.011336 LadányiAA Magyar Felsőoktatás a 20. Században [Hungarian Higher Education in the Twentieth Century]1999Budapest: Akadémiai Kiadó SzabóM‘A magyar politikatudomány helyzete 2010-ben [The state of Hungarian political science in 2010]Politikatudományi Szemle2010194133148 University of Szeged. (2012a) ‘International Relations Master’s Program Curriculum’, available at http://www.juris.u-szeged.hu/oktatas/nemzetkozi-tanulmanyok/nemtan-mester-eu-120112, accessed 5 September 2012. University of Szeged. (2012b) ‘Political Science Master’s Program Curriculum’, available at http://www.juris.u-szeged.hu/oktatas/politikatudomany/politikatudomany-110915-110915, accessed 5 September 2012. SzabóM‘Political Science in Hungary’The State of Political Science In Central and Eastern Europe2002129156Berlin, Germany: Sigma Felvi.hu. (2012) Available at http://www.felvi.hu, accessed 26 August 2012. BiggsJTangCTeaching for Quality Learning at University. What the Teacher Does2007London: SRHE and Open University Press PleschováGSimonEQuinlanKMurphyJRoxaTSzabóMThe Professionalisation of Academics as Teachers in Higher Education2013Strasbourg: Standing Committee for the Social Sciences of the European Science Foundation Ryan, M., Saunders, C., Rainsford, E. and Thompson, E. (2012) ‘There’s madness in the methods: Assessing the use of audio-recorded researcher interviews as an aid to student learning in Politics and International Relations research methods modules’, Paper presented at the 5th Annual PSA and BISA Learning and Teaching Conference, Hull, UK, 18–19 September. SzabóM‘Political science – Hungary’Three Social Science Disciplines in Central and Eastern Europe: Handbook on Economics, Political Science and Sociology (1989–2001)2002Berlin: Social Science Information Center and Budapest: Collegium Budapest ParkerJ‘Undergraduate research-methods training in political science: A comparative perspective’PS: Political Science & Politics2010431121125 Simon, E. and Pleschová, G. (unpublished manuscript) ‘Moving toward a student-centered learning environment: Institutional determinants and the impact of an educational development program’. Leston-Bandeira, C. (2013) ‘Methods teaching through a discipline research-oriented approach’, Politics. online first, DOI doi:10.1111/1467-9256.12013. KarmMRemmikMHaamerA‘Combining International Experience with the Local Context: Designing and Improving Instructional Development in a Post-Soviet Setting’Teacher Development in Higher Education Existing Programs, Program Impact, and Future Trends201286104New York: Routledge NygaardCHolthamC‘The Need for Learning-Centred Higher Education’Understanding Learning-Centred Higher Education20081130Copenhagen: Copenhagen Business School RamsdenP‘A performance indicator of teaching quality in higher education: The course experience questionnaire’Studies in Higher Education199116212915110.1080/03075079112331382944 VihanJ‘The Prague School’How to Teach Political Science. The Experience of First-Time University Teachers20053136Paris: European Political Science Network J Biggs (BFeps201343_CR1) 2007 BFeps201343_CR13 BFeps201343_CR12 J Vihan (BFeps201343_CR29) 2005 M Szabó (BFeps201343_CR24) 2002 M Weimer (BFeps201343_CR30) 2002 C Nygaard (BFeps201343_CR14) 2008 BFeps201343_CR19 C Sárdi (BFeps201343_CR20) 2012 BFeps201343_CR8 BFeps201343_CR7 BFeps201343_CR6 BFeps201343_CR5 BFeps201343_CR4 A Clark (BFeps201343_CR3) 2011; 44 M Karm (BFeps201343_CR10) 2012 J Parker (BFeps201343_CR15) 2010; 43 M Szabó (BFeps201343_CR25) 2010; 19 ME Huba (BFeps201343_CR9) 2000 CG Thies (BFeps201343_CR26) 2005; 38 M Szabó (BFeps201343_CR23) 2002 BFeps201343_CR22 P Ramsden (BFeps201343_CR17) 1991; 16 BFeps201343_CR21 BFeps201343_CR28 BFeps201343_CR27 P Blumberg (BFeps201343_CR2) 2009 G Pleschová (BFeps201343_CR16) 2013 TC Reeves (BFeps201343_CR18) 2006; 2 A Ladányi (BFeps201343_CR11) 1999 |
| References_xml | – reference: VihanJ‘The Prague School’How to Teach Political Science. The Experience of First-Time University Teachers20053136Paris: European Political Science Network – reference: NygaardCHolthamC‘The Need for Learning-Centred Higher Education’Understanding Learning-Centred Higher Education20081130Copenhagen: Copenhagen Business School – reference: Higher Education Law (Hungary). (2011) ‘CCIV’, available at http://ttkto.elte.hu/felveteli/FTV_080201.pdf, accessed 22 March 2013. – reference: Simon, E. and Pleschová, G. (unpublished manuscript) ‘Moving toward a student-centered learning environment: Institutional determinants and the impact of an educational development program’. – reference: PleschováGSimonEQuinlanKMurphyJRoxaTSzabóMThe Professionalisation of Academics as Teachers in Higher Education2013Strasbourg: Standing Committee for the Social Sciences of the European Science Foundation – reference: SzabóM‘Political Science in Hungary’The State of Political Science In Central and Eastern Europe2002129156Berlin, Germany: Sigma – reference: ThiesCGHoganRE‘The state of undergraduate research methods training in political science’PS: Political Science & Politics2005382293297 – reference: Ryan, M., Saunders, C., Rainsford, E. and Thompson, E. (2012) ‘There’s madness in the methods: Assessing the use of audio-recorded researcher interviews as an aid to student learning in Politics and International Relations research methods modules’, Paper presented at the 5th Annual PSA and BISA Learning and Teaching Conference, Hull, UK, 18–19 September. – reference: University of Szeged. (2012a) ‘International Relations Master’s Program Curriculum’, available at http://www.juris.u-szeged.hu/oktatas/nemzetkozi-tanulmanyok/nemtan-mester-eu-120112, accessed 5 September 2012. – reference: Forehand, M. (2005) ‘Bloom’s Taxonomy: Original and Revised’, in M. Orey (ed.) Emerging Perspectives on Learning, Teaching, and Technology, Zurich: Jacobs Foundation, available at http://www.coe.uga.edu/epltt/bloom.htm, accessed 6 September 2012. – reference: HubaMEFreedJELearner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning2000Boston: Alynn and Bacon – reference: SárdiCA felsöoktatás-pedagógia kihívásai a 21.században [The Challenges of Higher Education Pedagogy in the 21st Century]2012Budapest: Eötvös József Könyvkiadó – reference: Shingles, R., Becerra, R. and Pencek, B. (2006) ‘Changing teaching practice in a research methods course utilizing a student-centered approach’, Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington DC, 18 February. – reference: KarmMRemmikMHaamerA‘Combining International Experience with the Local Context: Designing and Improving Instructional Development in a Post-Soviet Setting’Teacher Development in Higher Education Existing Programs, Program Impact, and Future Trends201286104New York: Routledge – reference: SzabóM‘A magyar politikatudomány helyzete 2010-ben [The state of Hungarian political science in 2010]Politikatudományi Szemle2010194133148 – reference: RamsdenP‘A performance indicator of teaching quality in higher education: The course experience questionnaire’Studies in Higher Education199116212915110.1080/03075079112331382944 – reference: BiggsJTangCTeaching for Quality Learning at University. What the Teacher Does2007London: SRHE and Open University Press – reference: LadányiAA Magyar Felsőoktatás a 20. Században [Hungarian Higher Education in the Twentieth Century]1999Budapest: Akadémiai Kiadó – reference: London Communiqué. (2007) ‘The Official Bologna Process website’, available at The Official Bologna Process Web site, available at http://www.ehea.info/article-details.aspx?ArticleId=3, accessed March 2013. – reference: ParkerJ‘Undergraduate research-methods training in political science: A comparative perspective’PS: Political Science & Politics2010431121125 – reference: Leston-Bandeira, C. (2013) ‘Methods teaching through a discipline research-oriented approach’, Politics. online first, DOI doi:10.1111/1467-9256.12013. – reference: ReevesTC‘How do you know they are learning? The importance of alignment in higher education’International Journal of Learning Technology20062429430910.1504/IJLT.2006.011336 – reference: SzabóM‘Political science – Hungary’Three Social Science Disciplines in Central and Eastern Europe: Handbook on Economics, Political Science and Sociology (1989–2001)2002Berlin: Social Science Information Center and Budapest: Collegium Budapest – reference: WeimerMLearner-Centered Teaching: Five Key Changes to Practice2002San Francisco: Jossey Bass – reference: BlumbergPDeveloping Learner-Centered Teaching: A Practical Guide for Faculty2009San Francisco: Jossey-Bass – reference: Felvi.hu. (2012) Available at http://www.felvi.hu, accessed 26 August 2012. – reference: European Commission. (2008) ‘Modernising universities for Europe’s competitiveness in a global knowledge Economy’. Commission Staff Working Paper. Accompanying Document to the Report from the Commission to the Council on the Council Resolution of 23 November 2007, COM 680 Final. Brussels, 30 October, available at http://ec.europa.eu/education/, accessed 5 March 2013. – reference: University of Szeged. (2012b) ‘Political Science Master’s Program Curriculum’, available at http://www.juris.u-szeged.hu/oktatas/politikatudomany/politikatudomany-110915-110915, accessed 5 September 2012. – reference: ClarkA‘Embedding transferable skills and enhancing student learning in a political science research methods module: Evidence from the United Kingdom’PS: Political Science & Politics2011441135139 – reference: European Commission. (2013) ‘European higher education in the world’. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, COM 499 Final. 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| SubjectTerms | Comparative Politics Europe European Commission European Union Higher Education Hungary Italy Learning Methods Planning Political Science Political Science and International Relations Political Science and International Studies Political Science Research Political Theory Politics Postcommunist Societies Research methodology Research methods Students Teachers Teaching Teaching and Training tla |
| Title | Teaching Political Science Research Methods in Hungary: Transferring Student-Centred Teaching Practices into a Subject-Focused Academic Culture |
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