Law & Higher Education
Economic Trends in the Central and Eastern European Region
Central and Eastern Europe; foreign direct investment; regional competitiveness; economic growth; global value chains; skilled labour
The article examines growth, foreign direct investment, trade dependence, productivity, and employment trends in Central and Eastern Europe. It argues that long-term regional competitiveness requires improved infrastructure, skilled labour, and education reform alongside continued integration into European value chains.
LUKÁCS, ESZTER
The freedom of research and university autonomy from the viewpoint of technology transfer...
University autonomy, freedom of research, technology transfer, intellectual property rights, higher education law
This study explores the evolving dynamics of university autonomy and the freedom of research considering increasing expectations for technology transfer within higher education institutions. Focusing on Hungary, Austria (Styria), and Germany (Brandenburg), the paper provides a comparative legal analysis of how these Central European jurisdictions reconcile traditional academic freedoms with the modern entrepreneurial role of universities. It addresses how constitutional provisions, higher education laws, and patent regulations shape institutional and individual rights in the context of academic capitalism. By analysing legal frameworks and key court decisions, the study tensions between institutional autonomy and researchers’ rights, particularly regarding intellectual property and administrative governance. The findings suggest that while Brandenburg provides a model of integration between legal clarity and institutional support for innovation, Hungary and Austria reveal gaps in the horizontal protection of academic freedoms and the legal recognition of researchers' roles in knowledge commercialization.
STIPKOVITS, TAMÁS ISTVÁN
ChatGPT and the world of education: Visualization of publications
ChatGPT, higher education, cognitive bias, VosViewer
In order to identify the use of ChatGPT in higher education, it is first necessary to describe the areas in which it can be used as a student in higher education. Then I briefly describe how ChatGPT works and its applications in education. This is necessary because, to be able to check the work of students as a lecturer, it is necessary to know the areas in which it can be used. After that, I introduce the cognitive biases in human-machine systems, namely the dangers of decisions made while using ChatGPT.
To give an adequate representation of the extent of interest in the use of ChatGPT in education, I present the number of publications in ScienceDirect, Scopus, and Web Of Science databases for the keywords ChatGPT and education, which I also narrow down to the keyword higher education. Finally, I represent the difference between the answers given by ChatGPT and a visualization made with VosViewer in terms of research work.
SÓS, ESZTER
Current issue
