A JALKI legújabb lapszámában a Felnőttképzés-kutatási és Tudásmenedzsment Intézet oktató-kutatói és doktoranduszai közül többen is publikáltak.

Tünde Tóth-Téglás - Nóra Hegyi-Halmos - Zsuzsa Kovács

Changes in labour market expectations in Hungary: 2018 and 2023

Keywords: future skills; labour market; competency management; trends

The study examines changes in the structure and timing of employer competency expectations in the Hungarian labour market, focusing on how organizations define and apply these expectations within their human resource practices. It builds on the theoretical framework of competence-based thinking, which interprets competencies as performance-relevant personal attributes linking individual potential with organizational effectiveness. Within this framework, competence serves as a bridge between economic and human dimensions of organizational functioning, supporting alignment between workforce quality and strategic objectives.

Aidana Kusmangazynova

Exploring the importance of soft skills development of teachers as adult learners

Keywords: teacher attitudes; professional development; secondary school teachers; soft skills; teacher competencies; adult learners

This study examines secondary school teachers' perceptions of soft skills and their methods for cultivating these competencies within Kazakhstan's educational framework. Despite the recognition of soft skills as essential for teaching efficacy and workplace success, limited research explores how practicing teachers in Kazakhstan understand and cultivate these skills. This study aims to identify the essential soft skills considered by educators and the strategies they use for developing them. A qualitative methodology was employed, utilising semi-structured interviews with 13 secondary school educators from various regions of Kazakhstan. Thematic analysis indicated that educators prioritise soft skills such as communication and empathy, in addition to adaptability, critical thinking, and emotional intelligence. However, formal opportunities for soft skills development are limited, leading teachers to rely on peer collaboration and self-directed learning. The findings suggest that integrating structured soft skills training into professional development programs would enhance teachers' ability to address the complex demands in modern classrooms.

Elena Klimkina - Helga Dorner

Knowledge management and organizational learning for university internationalization: Overlooked practices in international relation offices

Keywords: internationalization; knowledge management; organizational learning; international relations office

This study investigates the role of knowledge management (KM) and organizational learning (OL) practices in supporting the work of International Relations Offices (IROs) in European higher education institutions (HEIs). As HEIs navigate increasing internationalization, the strategic management of organizational knowledge becomes crucial for sustaining institutional performance and effective international engagement. The research employs a mixed-methods approach, with this article focusing on the quantitative phase. A survey was conducted among 87 IRO staff across 22 European countries to assess how KM and OL processes are embedded in their professional activities. The research explores the relations between core dimensions of KM and OL in IROs and their integration into the system of organizational knowledge and learning. The findings highlight low participation of early-career and lower-ranked staff in knowledge creation, and the limited role of team-level learning in KM dynamics. Notably, institutional leadership and an established learning culture were found to be key drivers of effective KM and OL integration. The study concludes that strategic leadership and targeted organizational initiatives fostering learning culture and collaborative knowledge-sharing practices are essential for enhancing HEIs' internationalization efforts.

György Fábri

Measured or communicated?

University Rankings as the Postmodern Media Communication of Higher Education

Keywords: ranking; university; postmodern; reactivity; AI; communication; meritocracy; medialisation

This research paper explores the intricate relationship between university rankings, mass democracy, and postmodernity, elucidating the societal shift in evaluating academic excellence. As higher education experiences mass democratization, rankings emerge as vital tools in the new information market, providing accessible metrics for an increasingly diverse audience. The concept of “medialization” underscores the impact of rankings on shaping public perception, as journalists, lacking deep understanding of academic intricacies, turn to rankings for clarity. Reactivity within universities to achieve higher ranking placements underscores the internal influence of external media-driven evaluations. The paper argues that postmodern relativism challenges traditional meritocracy, disrupting the established communicative status of universities. Amidst ongoing debates about the legitimacy of rankings, the research recommends embracing a communicative meritocracy as a strategic response, emphasizing the importance of universities actively shaping their narrative. The emergence of AI, exemplified by chatGPT, is identified as a potential transformative force, offering personalized information and challenging traditional ranking methodologies. The research concludes with a call for continuous self-reflection within ranking systems and universities amidst a changing higher education landscape.

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