Kérdőjelek a közgazdaságtanban és oktatásában = Challenges in economic research and education

Ez az esszé a teljesség igénye nélkül kísérli meg áttekinteni azt, hogy mire vezetett a közgazdaságtan világméretekben megindult és a 2008-2009. évi válság lezáratlansága miatt vélhetően évtizedes szinten zajló önvizsgálata. A tudományszak egészét egyszerre jellemzi egyfajta tartalmi kiüresedés és a társtudományokkal való erőteljesebb kapcsolatkeresés, a módszertanok és az iskolák egymás mellett élése - ami egyáltalán nem békés -, valamint a gyakorlat által felvetett kérdések elméleti általánosításának igénye. A magyar közgazdaságtan hagyományos követő szerepe megmaradt, viszont a képzésben szerzett negyedszázados tapasztalatok és az új globális kihívások lényegi átalakításokat indokolnának a mai, túlságosan egységesített képzésben. _____ This essay joins the soul-searching that has developed globally among economists since the financial crisis of 2008-2009, whose still open-ended outcomes make it likely that such self-critical reassessments will continue in the years to come. Economics is marked by the parallel existence of substantive hollowing and in-creased reliance on interfaces with neighbouring disciplines. So the plurality and none-too-peaceful coexistence of schools and methodologies is likely to persist. Similarly abundant are the attempts to theorize and generalize new phenomena in policy and business practices. Hungarian economics continues to be a follower - a trend-taker rather than trend-setter - as it was in the inter-war period. Experience has been accumulating for over 25 years in introducing Western-style higher education in economics. The increase of student numbers and steep decrease in public funding thereof call for major restructuring in curricula, institutions and teaching methods and styles alike.

The quality of inter- and intra-ethnic friendships among roma and non-roma students in Hungary

In this paper I compare the quality of inter- and intra-ethnic friendships. Findings of previous studies suggest that interethnic friendships are less likely to be characterized by closeness and intimacy than friendships among same-ethnic peers. I analyze data of a Hungarian panel study conducted among Roma and non-Roma Hungarian secondary school students. Descriptive analysis of 13 classes shows that interethnic friendships are indeed less often characterized by a co-occurring trust, perceived helpfulness, or jointly spent spare time nomination than intra-ethnic ones. This association holds if I include self-declared ethnicity as well as peer perceptions of ethnicity into the analysis. Analyzing self-declared ethnicity of students I also find that interethnic relations are less often reciprocated than intra-ethnic ones. If I concentrate on ethnic peer perceptions, however, I find that outgoing nominations of non-Roma students are more often reciprocated by classmates perceived as Roma than by classmates perceived as non-Roma.