1. HERD/A - Educational policy approach: search for new HE outcomes
Pusztai, G.

2. CHERD experiences Institutional case studies
Student survey in tertiary education
5 wawes
2002 ISCED 4
2003 ISCED 5
2005 ISCED 5
2008 ISCED 5
2010 ISCED 5

3. Research area

4. Concept of „Institutional fit”
multiethnic and multiconfessional region
the rate of the graduated population is lower than the EU avarage
regional disparites in participation rates
students’ parents had no experience with the HE

5. Search for new outcome indicators 1.
Heuser 2007

6. Search for new outcome indicators 2.
cognitive
Critical thinking
Further study plans
individual
social
Attitudes, values
Interpersonal relationships,
affective
Astin 1993

7. Region- and student-centered outcomes
A.1. regional institutional configuration and their impacts
A.2. spill over effect of HE on regional learning context
A.3. institutional effect on student achievement and persistence …

8. A/3 - Aims
1. …is to argue for the interpretational capacity of the social capital theory in connection with the differences between the potential/actual HE students’ achievement.
2….is to point out, that social capital is not only family resource but can be institutional capital
3. … is to distinguish social capital rooted in inner/external and intergenerational/intragenerational relationships
4.. ..is to compare the effects of some representative social and cultural capital indicators.

9. Theoretical background
Social capital from relational resources can compensate the reproductive mechanisms of cultural capital in educational career (Coleman & Hoffer 1987, Coleman 1988)
2. Institutional characters (relationships, trust and expanded faculty role models) can serve as social capital (Bryk-Lee 2002, Pusztai 2009)
3. Students’ institutional integration and institutional context attributes effect on student achievement (attendance, persistence) also in Higher Education (Astin 1993, Tinto 1993, Pascarella-Terenzini 2009)
4. Institutional habit effects on carrier path of non-traditional students more than others (Tierney2000, Reay et al.2009)

10. Our former studies
1. It was revealed that student achievement differences do not only originate from the advantages or disadvantages of social background, they can be explained by the form, size and composition of relationships in institutions according to the social capital hypothesis. (Pusztai 2006, 2007)
2. We pointed out that students in our region come from middle and lower strata, and their attendance to university and further educational career is supported by social capital, namely the number and composition of friends, relationships with teachers and so on. (Pusztai 2010, Fónai-Márton 2010)
3. Having analyzed our regional longitudinal HE data we revealed that students integration into campus community affects their learning attitudes fundamentaly.(Pusztai 2011)

11. Relationships in HE Institution
Intragenerational relationships
Intergenerational relationships
Student input
(individual attributes)
Student output
achievement
External relationships (previous, recent)
Intergenerational relationships
Intragenerational relationships

12. Independent variables
Ind 1 Intergenerational institutional social capital
Basic variables: participation in scientific student circle, conversations with teacher, participation in research group,
Ind 2 Intragenerational institutional social capital
Having aquaintance(s) in their campus community, previous friend(s) attanded into this faculty, cohesive relationships among students
Control variable parental educational status

13. Dependent variables Dep 1 student persistence
DEp 2 further study plans, LLL
Dep 3 attitudes towards work
Dep 4 anticipations on their professional future
Dep 5 future participation in voluntary/civil community
Dep 6 presumption on moral awareness in society

14. Former publications
Pusztai G. (2007) The long-term effects of denominational secondary schools. EJMH 2:(1) pp
Pusztai G. (2006) Community and Social Capital in Hungarian Denominational Schools Today.
Rel Soc in CEE 1:(2) pp
Pusztai G. (2011) Schools and Communities of Norm-awareness.
Religions 2:(2) pp
Pusztai G., Fényes H., Hatos A. (2010) Are factors of social capital able to modify social reproduction effects? Stud Uni BB Sociol 1:(55) pp