T. Tamás
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摘要

在过去的8-10年里,匈牙利大学地理专业的理学硕士和理学学士的人数一直在不断减少。这种负面趋势与匈牙利自2005年以来学生人数的普遍下降相吻合。因此,我们的目标是在全国范围内对地理理学硕士和理学学士毕业生进行调查,以揭示就业机会,以及他们对在大学获得的知识和能力的价值的看法。在线问卷是由匈牙利所有参与地理培训的高等教育机构的代表开发和发起的,样本量为589人。调查证实,毕业生的工作和职业呈现出一幅异常多样化的画面;只有区域规划和教育领域占了相当大的份额,而相当大比例的工作与地理只有松散的关系。在大学获得的理论知识主要由留在学术领域的毕业生和在教育领域工作的人使用。大约一半的受访者就职于私营部门;他们主要受益于实用和专业技能,如(地理)信息学、制图、实地经验、报告制作和团队合作。因此,对于那些不愿意成为教师或研究人员的人来说,进一步加强这些技能似乎是地理作为高等教育学科的一项基本任务。此外,改革“培训和成果要求”(KKK),使课程更加灵活,并在适当情况下实现量身定制的专业化,也应该是计划中的教育改进的重要方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Geográfusok diploma után – egy online felmérés eredményei
The number of MSc and BSc geography students has been constantly decreasing in Hungarian universities over the past 8–10 years. This negative trend fits into a general decline in student numbers in Hungary since 2005. Therefore, our aim was to conduct a nationwide survey among Geography MSc and BSc graduates, in order to reveal employment opportunities, as well as their perceptions on the value of the knowledge and competences gained at the university. The online questionnaire was developed and launched by the representatives of all Hungarian higher education institutions involved in geography training, resulting in a sample size of 589 respondents. The survey confirmed that the jobs and occupations of graduates show an extraordinarily heterogeneous picture; only the domains of regional planning and education represent a substantial share, whereas a significant proportion of jobs are only loosely related to geography. Theoretical knowledge obtained at the university is predominantly utilised by the graduates remaining in the academic sphere and by those working in the field of education. Roughly half of the respondents are occupied in the private sector; they mainly benefit from practical and professional skills such as (geo)informatics, mapping, field experiences, report-making, and teamwork. Accordingly, for those who are not willing to become teachers or researchers, further strengthening of these skills seems to be a fundamental task in Geography as a discipline of higher education. In addition, reforming ‘training and outcome requirements’ (KKK) in a way to make curricula more flexible and, where appropriate, to enable tailor-made specialisation should be important aspects of the planned improvement of education as well.
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