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The aim of this research is to emphasize the importance of education for the philanthropic responsibilities of students. The basic term of the explanatory research is corporate social responsibility, adapted for higher education institutions—the philanthropic responsibilities of students, their implication on charity organization memberships or volunteering activities, and their motivation to help others. Special attention was given to the following questions: Are students involved in charity organization activities or voluntary work? Are there any differences between state and private universities regarding the philanthropic activities of students? How frequently, where, and why are they involved in volunteering? What is the latent structure of students‘ motivations? The quantitative international survey dates were collected by the Centre for Higher Education Research and Development from Debrecen University, Hungary, and the present examination focuses on the sample from Romania. Using Statistical Package for the Social Sciences (SPSS) statistical software, first, through a longitudinal perspective, Romanian students’ implications from state and private institutions were compared. Second, the paper analyzes the characteristics of volunteering and student’s motivations. The conclusions present significant differences between state and private institutions. Students traditional motivations, i.e., to help others, were very common and connected with relational and self-development intentions. This mixed motivational factor was different from the global motivational factor (to learn new languages and to discover new cultures).
Emese Beáta Berei. The Social Responsibility among Higher Education Students. Education Sciences 2020, 10, 66 .
AMA StyleEmese Beáta Berei. The Social Responsibility among Higher Education Students. Education Sciences. 2020; 10 (3):66.
Chicago/Turabian StyleEmese Beáta Berei. 2020. "The Social Responsibility among Higher Education Students." Education Sciences 10, no. 3: 66.
As a consequence of the expansion in higher education, the number of students has increased and the academic population has diversified but at the same time the university dropout has become a general problem since the last century (Trow, 2005; Kozma, 2010; Barro & Jong, 2013; Stanciu, 2014; Berei, 2018). In this paper, I proposed to analyze the persistence of students from 5 universities from Romania. We examine at institutional and individual level the perspective of their willingness to finish their studies. In partnership with the Center for Higher Education Research and Development - Hungary, named CHERD – H, from the University of Debrecen, was collected dates among students in 2012 (N=1323) and in 2014 - 2015 (N=323). Through a quantitative analysis, on a longitudinal perspective, I used SPSS statistical program to analyze data. The question of the research was: is there any difference between students` intentions to graduate on private and state institutions? Who is intending to finish and who is preparing to abandon his study? I concluded that students with unfavorable family background have nearly two times lower chance to enroll at state university and in private institutions students intention to enter into possesion of diploma was significant lower. With logistic regression I found also, that low financial status or low schooling of parents is not a significant obstacle on student academic path if they make every effort to participate in educational programs, submit assignments on time and are able to prepare for exams.
Emese Berei. For the Sake of the Cause – Persistence of Romanian Higher Education Students in Finishing their Studies. Central European Journal of Educational Research 2019, 1, 22 -30.
AMA StyleEmese Berei. For the Sake of the Cause – Persistence of Romanian Higher Education Students in Finishing their Studies. Central European Journal of Educational Research. 2019; 1 (1):22-30.
Chicago/Turabian StyleEmese Berei. 2019. "For the Sake of the Cause – Persistence of Romanian Higher Education Students in Finishing their Studies." Central European Journal of Educational Research 1, no. 1: 22-30.