Rec 4. 4) e. Ensure continuous learning and adaptation in the evaluation process. A variety of measures are proposed including:
Ensure continuous learning and adaptation in the evaluation process for the SME Instrument. This should include, in time for the next Work Programme:
Business incubation programmes offered by academic institutions and other support organisations assist companies in managing innovation and growth.
universities or multinationals. 18 A significant budget has been ring-fenced for small companies under the SME Instrument,
recognising that business knowledge is a relevant asset for graduates. The Joint Technology Initiatives are another‘low hanging fruit'.
Highlight areas for coordination/joint development by the Member States based on policy learning & exchange.
Associated Ms Corinne Le Buhan Jordan IPSTUDIES Sarl Mr Geleyn Meijer Amsterdam University of Applied sciences Mr Kjell Håkan Närfelt VINNOVA Ms
and related media is profoundly redesigning our living and learning. The portion of society that commonly first adapts to the new is the young,
The 19th-century vision of education that takes place at a single institution, a single classroom,
which is what most students are now doing on their own. Today, students acquire knowledge in ways that are self-directed
and involve both peers and adults. Digital media allow students to learn from each other in informal situations,
making learning in and out of school"increasingly porous, "therefore the educational institutions have a problem,
because they compete with learning that takes place in recreational space and is more fluid.
Index Terms Blended learning, social media, smart phones, informal education, obsolete education. I. INTRODUCTION IBM predicts that in the next couple of years,
information will be doubled every 12 hours! Buckminster Fuller created the Knowledge Doubling Curve; he noticed that until 1900 human knowledge doubled approximately every century.
Mladen Milicevic is with the Loyola Marymount University, Los angeles, USA (e-mail: mmilicev@lmu. edu; tel.:+
Students are being inundated with undigested information which can easily create paralysis by having so much that it cannot possibly be digested.
If students don't know where to start and what is the point of reference, they may easily get gridlocked.
In that sense, one of the main goals of today's education has to be to teach students,
FINDINGS It is now untenable to hold onto a notion that in four years a university can turn a freshman student into an educated and refined person.
when in the 16th-century one could learn everything known at that time about the universe by studying for four years at the university.
Today is nearly impossible in four educational years to give a student all the possible elements of professionalism
All the university can provide is an introduction to learning, to allow us to discover our possibilities,
V5. 535 656 The current educational system was shaped during the Industrial revolution, and it was created to efficiently convey information from the instructor to the students in the traditional classroom setting.
This system was based on linearity, conformity and standardization. Now, since the Information Age took over from the Industrial Age,
Unfortunately, the role and the form of higher education have changed hardly; aside from Powerpoint presentations replacing most writing-on-a-blackboard styled ones.
In the digital age the learning environment is blown completely open. The advent of new digital technology and social media is fundamentally reshaping our living and learning.
The segment of society that usually first adapts to the new is the young, as they tend to be most open to new experiences.
Consequently, we are finding that students are learning much more in these informal environments because they are voluntarily engaging in information,
Digital technologies and social media allow students to learn from each other in informal settings anywhere and anytime
making learning in and out of school"increasingly porous.""Therefore the institutions have a problem,
Today students learn in ways that are self-directed, and involve both peers and adults. When you go online, social networking sites, a video game, etc.
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is handled intuitively, with inherent enthusiasm,
and with the interplay between peers learning and working intuitively toward shared objectives. It is quite understandable how the current educational system is inadequate to guide
and evaluate such uncommon learning, which seems more effective and valuable in many contexts than rote memorization.
However, we must be cognizant that today's children and young adults spend an enormous amount of time ingesting all kinds of information useless and erroneous information.
So, these are the kinds of minds that will be enrolling into the universities, which are populated predominantly by the educators who got educated
The unwillingness of administrators to adapt is estimated to be the main obstacle to incorporating more digital and social media tools into classrooms.
Advocates of social media in the classroom claim that social media tools can ignite students'curiosity and ingenuity, exposed them to content experts and real-world examples of classroom lessons,
help them become civically engaged, and allow them to collaborate with peers worldwide, while empowering them to direct their own learning.
Digital and social media tools can also support students to develop technological skills; to be creative;
and to critique, analyze, and evaluate multimedia text, as well as manage, analyze, and synthesize multiple streams of information.
educational institutions must develop new methods of instruction. But, traditional systems of learning and governing are antiquated,
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
7 july 2015 657 environments as the interaction between a teacher, a student, and curriculum (the content which a student supposed to be learning).
New digital technology and media also allow specifically and personally tailored instruction to a great numbers of students.
The result is a new form of culture where knowledge is seen as fluid and evolving, the personal is enriched both
This type of education appears more like home schooling or apprenticeship, in which students decide the terms
and conditions of their learning rather than following a prescribed route. This will encourage a higher level of specialization
and"justin-case"learning would not be of much significance any more. Since students would be aiming toward their personal interests,
they would be motivated far more to learn. Though the new technology creates far-reaching opportunities it also brings substantial challenges.
For example, the universities provide a common physical space for a diverse group of students to interact in the real world
According to a 2012 U s. Department of education study, students who took all or part of their instruction online performed better,
In addition, those who took"blended"courses those that combine elements of online learning and face-to-face instruction seemed to do best of all.
Many universities report that blended instruction represents the fastest-growing type of enrollment. A blended learning approach means that face-to-face instruction turns out to be more effective
because the mundane elements of basic instruction are moved to an e-learning environment, which can be more engaging and interactive.
When students do meet in the classroom with an instructor the face-to-face class can now focus on higher-level skills
since the basics are known by all students and were covered already through the e-learning part of the class.
The most recent study of from January 2014 surveyed roughly 350 US University Presidents and found out that more than 90%of them strongly believe that hybrid (blended) classes are highly effective.
To the contrary, they were largely hostile toward MOOCS, even though almost none have had any experience in teaching
or taking a MOOC. 5 However, only one third of them believe that the US higher education is heading in right direction,
while two thirds think that the pace of change needed for the universities to catch up with the rapid changes in society is too slow.
But ideas for change in the US higher education may be found everywhere. There are numerous conferences discussing topics ranging from MOOCS to competency-based degrees.
Many believe that the focus should be on changing the models of teaching and learning. However, on top of everything comes the politics related to these issues.
All these point out the urgent need to develop coherent models for the future of education in a rapidly changing technological age.
There will be much to gain and perhaps some losses as well. We have this ideal of how one teacher may profoundly affect a great number of students.
Many of us could think of such a teacher. We may hardly remember what the core curriculum was and
But that ideal vision may be rapidly disappearing in this new educational environment, that style of teaching may be a matter of the past.
Universities have been notorious for being slow in adopting changes, but the society and the profile of students who are enrolling into the universities is changing at a speed that is becoming increasingly difficult to handle.
Accommodating this new generation of ever-changing students is going to be a monumental task for institutions of higher education.
Traditional models of teaching and education, which were established long time ago are now becoming increasingly obsolete, ineffective,
and unattractive for the new generation of students. These educational approaches must change as universities rethink their traditional roles and their modes of operation.
Embarking onto completely new roles and missions, driven by global social, technological and economic changes, is going to be a rather painful process.
and the refinement of inventiveness as foundations of education, we may embark onto the future of learning that is attainable, scalable and one that flourishes along with the technology.
of Higher education. The Innovative University: What College Presidents Think about Change in American Higher education Online. Available:
http://strategicplanning. fairfield. edu/sites/default/files/innovative uni versity 140516. pdf International Journal of Social science and Humanity, Vol. 5, No.
7 july 2015 658 Mladen Milicevic received A b. A. 1982 and an M. A. 1986 in music composition and multimedia arts studying with Josip Magdic at The Music
In 1986 Mr. Milicevic came to the United states to study with Alvin Lucier at Wesleyan University in Connecticut, from
which he received his masters in experimental music composition 1988. From the University of Miami in Florida, Mr. Milicevic received his doctorate in computer music composition in 1991
studying with Dennis Kam. For several summers he studied with Michael Czajkowski at the Aspen Music school.
In his academic carrier Mladen Milicevic has served on numerous committees such as rank and tenure, core curriculum, academic technology, university website, mission and identity, faculty senate with many
subcommittees, various faculty and administrative search committees, etc. Mr. Milicevic is professor and chair of Recording Arts Department at Loyola Marymount University, Los angeles. International Journal of Social science and Humanity
Vol. 5, No. 7 july 2015 659
8832/12 MM/ag/mj 1 DGE-1c ECOUCIL OF THE EUROPEAUIOBRUSSELS, 20 april 2012 8832/12 AUDIO 39 CULT 61 TELECOM 73 PI 43
The higher education organisations underperforming the EU-28 average (23.8), %because their share decreased slightly in the past four years from 21.7%to 18.4%.
The share of S&e graduates and the rate of participation in lifelong learning are rather low in international comparison.
and increase the supply of S&e graduates. In conclusion, somewhat modest improvement has been achieved in these three fields,
funding of higher education organisations will depend more on excellence if the draft higher education strategy will be approved.
Exploration of innovative services and new services in public organisations as proposed by the RDI strategy 2013-2020, could improve the low risk taking culture of civil servants.
Also, addressing societal challenges and setting clear performance measures for research personnel at public universities and PROS could also increase the overall quality of scientific outcomes.
even if TTOS are established at all major HEIS. Besides attraction of young and mid-carrier professionals from companies to PROS and universities to introduce professional research management techniques,
develop collaborations with companies and foreign R&d institutes could significantly enhance institutional performance and excellence.
and HEIS as the age pyramid of many research units is heavy on the top.
The austerity measures had major impact on the institutional funding of the higher education institutions that decreased by one-third between 2009 and 2013.
which corresponds to the budget of bigger Western-European university. This decrease was quite uneven among the HEIS,
as shrinking of their budget was depending on the evolution of the number of students and specialisation of the respective HEIS.
The priority was given natural science and engineering specialisations, while social science faculties suffered the most. At the same time, the HEIS got access to substantial funding from different Operational Programmes of the Structural Funds 2007-2014.
This funding was distributed through competitive measures (i e. TIOP and TÁMOP) through which HEIS were able to establish new research centres,
renew their research infrastructure and launch new research programmes, including the implementation of some basic research projects too.
No analysis or assessment is available on this topic, however the size of the project-based funding could be estimated similar to the institutional funding of HEIS according to OECD figures on education3.
Table 1 Basic indicators for R&d investments 2009 2010 2011 2012 EU-28 (2012) GDP growth rate-6. 8 1. 1 1
(%of GDP) 0. 54 0. 55 0. 58 0. 61 1. 12*R&d performed by HEIS(%of GERD) 21.7 19.9 20.2 18.4 23.8 R&d
The higher education organisations underperforming the EU-28 average (23.8), %because their share decreased slightly in the past four years from 21.7%to 18.4%.
Nevertheless, institutional or core funding is vital for the operation of research units at higher education organisations and PROS.
normative support for R&d activities conducted at HEIS, and support to the largest PRO, the Hungarian Academy of Sciences.
According to Eurostat GBAORD figures, R&d financed from General University Funds (GUF) as a proxy for institutional funding accounted for 27.6%and 23.2%of GBAORD in 2009,
R&d financed from General University Funds (GUF) 118.1 27.7 100.9 28.9 103.1 34.8 93.3 23.2 General advancement of knowledge:
supporting collaborative RDI projects of companies, universities and PROS and supporting investment in modern RDI capacities.
A new higher education strategy is under preparation and consultation that foresees changing several articles of the law on higher education approved in 2011.
Since 2010 several strategies has been made for the sector, although none of them was implemented. The main stakeholder, the Hungarian Rectors'Conference supports the new strategy
the whole higher education sector received only HUF 123.5 billion (€425 million) in 2013. The strategy outlines the new financing principles of the higher education sector
and foresees more stable financing that will be based in 70%on the number of students and in 30%on the scientific excellence of the higher education organisations.
In addition, the strategy aims to increase the government support of the sector and intends to reach the OECD average financing on mid-term.
The strategy proposes four types of HEIS: national science universities, universities, colleges and community colleges. According to the proposal, the government will not limit the access to higher education
but the number of state funded students will be fixed. In terms of 18 management of the higher education organisations, chancellors will be appointed
and will be responsible for professional management of the organisations, leaving to the rectors only the scientific and education leadership role.
Although the strategy was accepted by the Higher education Round table in September 2013, the government not discussed the higher education strategy by the end of 2013.
A new two-stage scheme, called Start-up 13, was launched in June 2013 in order to support the development of the Hungarian start-up ecosystem and more specifically the development of technology start-up companies.
The programme is supported by HUF 2. 1 billion (€7. 2 million) from the Research and Technological Innovation Fund.
The main objective of the scheme is to support the development of young, technology companies that are exploiting the results of some kind of research and development activities
the NIH foresees further accreditation rounds that will enable them to incubate start-ups with support of funding available from the Start-up 13 scheme. 2. 5 National Reform Programme 2013 and R&i With reference to research
In addition, it is expected that as a result of the implementation of the strategy the higher education organisations and institutes of the Hungarian Academy of Sciences (MTA),
In 2012 ex-post evaluations addressed interventions related to the development of the higher education, sustainable development of settlements and logistic investments.
In particular, the project aims i) to promote the role of RTDI evaluation as crucial condition for a reflexive learning innovation system;
ecosystem, including research infrastructure, secondary and higher education, health care and cultural institutions; Building the information ecosystem,
Country Specific Recommendation No. 6 proposed a higher-education reform that enables greater tertiary attainment, particularly by disadvantaged students.
a new higher education strategy is under preparation and consultation that foresees changing several articles of the law on higher education.
In the past four years, the government reduced drastically the support of the state higher education sector in order to increase the quality of graduates and give up the mass production of diplomas.
As a result the number of state financed students decreased to 181,644 in academic year 2013/2014 that is 13.3%less in 2010/2011,
while the total number of students decreased by 11.4%in the same period. With regards to budget allocation, the higher education sector will receive HUF196. 6 billion (about €665m) in 2014 according to the Ministry of Human resources that is a 12.6%increase compared to 2013.24 3 PERFORMANCE OF THE NATIONAL RESEARCH AND INNOVATION
SYSTEM 3. 1 National Research and Innovation policy As regards to inputs to research and development the Hungarian GERD was 1. 17%of the GDP in 2009 then reached its highest volume in 2012 (1. 3%).With these efforts,
Hungary still devotes significantly fewer resources to R&d than the EU-28 average: the GERD/GDP ratio was 63.1%of the EU-28 average in 2012.
Businesses have maintained their position as the largest employer of FTE researchers and reached 55.9%of the total in 2012,
and book chapters as well as the number of articles published in foreign language grew faster than the number of publications in Hungarian language.
Human resources New doctorate graduates (ISCED 6) per 1000 population aged 25-34 0. 9 1. 5 7. 5%Percentage population aged 25
-64 having completed tertiary education 28.1%34.6%8. 7%Open, excellent and attractive research systems International scientific co-publications per million population 387 300 3. 8%Scientific publications among the top 10%most cited publications worldwide
On the contrary, Hungarian PROS and universities have relatively strong connections to foreign research units. This means that scientific aspects of collaborations prevail against practical utilisation and industrial exploitation.
excellence is becoming as a key criterion in funding of the public R&d and the financing of the higher education organisations as proposed by the new higher education strategy;
education and training curricula mainly focus on factual learning while critical thinking, team and project work is used not frequently neither in secondary nor in higher education.
Entrepreneurship education and training is not available in the curricula apart from these specialisations at dedicated faculties;
low share of women in senior researchers and management positions in research and higher education organisations;
weak entrepreneurial culture and framework conditions (e g. changing regulation) doesn't favour entrepreneurship, specific support is not widely available to young innovative companies to help them commercialise their ideas rapidly
because university technology transfer offices set up in the past decade could not became stronger. 28 3. 2 Structural challenges of the national R&i system Based on the situation analysis and a SWOT analysis as presented
although university technology transfer centres are established at all main universities, but they have only 3-5 years experiences of operation.
Yet, both the share of S&e graduates and the rate of participation in lifelong learning are rather low in international comparison.
According to the IUS 2013, the share of doctoral graduates in the 25-34-year age group slightly increased by 7. 5%to 0. 8 (per 1, 000 people) in 2012,
the share of doctoral graduates shows some up and downs, therefore stronger improvement would be required in order to maintain the quality of the Hungarian research system.
Apart from the share of doctoral graduates, it is a positive trend that the share of population aged 30-34 having completed tertiary education increased significantly (8. 7%)to 28.1%according to the IUS 2013 figures
i) lack of political commitment,(ii) instability,(iii) shortfalls in implementation,(iv) slow, insufficiently informed policy learning processes.
and operation of university knowledge centres and technology transfer offices-cluster initiatives-RDI strategy 2013-2020-S3 White book In general,
and supplement of human resources for R&d and innovation-The quota for publicly financed students enrolled at S&e faculties has been increased.
Bolyai)- Post-doc fellowships to be introduced in HEIS Public research centres and HEIS could not compete with salaries offered by multinational companies,
hence can't attract highly qualified, top-grade graduates. Financial incentives or mechanical increases in S&e enrolment themselves might not yield results without major changes in the research and education systems,
and sustained, concerted public efforts and actions by businesses. Challenge 4. Unfavourable framework conditions for innovation-The austerity measures
and economic policies pursued since June 2010 have increased fiscal tensions-No public contribution is paid to the KTIA,
i) lack of organisational capacities possibility for organisational learning and thus weakened policy formation and implementation capabilities;(
and increase the supply of S&e graduates. In conclusion somewhat modest improvement has been achieved in these three fields,
According to the data of the Hungarian Central Statistical Office, the number of foreign students decreased slightly compared to 2011,
The intention of the government in the education policy domain is to reduce higher education expenditures funded by the state and support especially science and engineering education.
and engineers and resulted in substantial decrease of state funding of law and business education. It is foreseen that type of education should be financed gradually from the market. 34 The Campus Hungary program launched in 2012 aims to enhance international student mobility in higher education
both in terms of having more incoming foreign students to Hungary and also having more Hungarian students studying abroad.
The program supports Hungarian students, academics and university staff with different kinds of scholarships for partial studies to study abroad and gain experience.
The main goal of the program is to support and facilitate the internationalisation of Hungarian higher education by initiating
and deepening cooperation with foreign higher education institutions and achieving knowledge exchange by means of student mobility. Launched in 2012,
the Campus Hungary program is executed with the financial support of the European union in the framework of the Social Renewal Operational Program (TÁMOP) of Hungary.
It is implemented by the consortium of the Balassi Institute and the Tempus Public Foundation. Based on the Government Decree No. 24/2013.
II. 5.)on national higher education excellence, for the rating period between 2013 and 2016, three institutions were awarded the title of priority higher education institution,
six were awarded the status of research university, 4 university faculties received the title research faculty
and 2 colleges were awarded the status of college of applied sciences. The 2013 budget set aside HUF10 billion (€34. 5 m) for supporting institutional excellence;
the above-mentioned institutions received this sum as additional funding. The fine-tuning of the law on higher education (Act CCIV. of 2011) is under way based on a strategy consultation process launched by the Ministry of Human resources in May 2013.
This process resulted in a draft higher education strategy that was published in September 2013. This strategy specifically aims at promoting excellence in the higher education sector.
It means that the institutional funding provided by the government will be based in 30%on the institutional scientific excellence of HES
and the remaining 70%will be allocated based on the number of students. According to the information available at the Euraxess website
13 Hungarian universities and research organisations declared the implementing the European Charter for Researchers and the Code of conduct for the Recruitment of Researchers.
As regards to the support of researcher's career development, the largest PRO in Hungary, the Hungarian Academy of Sciences (MTA) published the Momentum programme for excellence for the fifth time in 2013.
79 research teams can conduct research promising internationally significant achievements from the summer of 2013 with a total funding of nearly HUF3 billion (about €10. 3 m). In 2014 a new post-doctorate fellowship will be launched
The Hungarian Government announced a new grant scheme called Stipendium Hungaricum in July 2013 to attract foreign students to Hungarian higher education institutions.
According to the information obtained from the State Secretariat for Higher education of the Ministry of Human resources, ASEAN (Association of Southeast Asian nations) member states, China,
and Latin america with regard to possible participation in the new Hungarian scholarship programme. 40 5 NATIONAL PROGRESS TOWARDS REALISATION OF ERA 5. 1 More effective national research systems Hungary
The new higher education strategy (under consultation by end of 2013) shows also into the direction of more effective public funding.
This would be significant improvement as currently the funding of HEIS is allocated on the basis of the number of inscribed students. 5. 2 Optimal transnational co-operation and competition The role of research and innovation in addressing societal challenges,
The situation is far more advantageous in the institutes of the Hungarian Academy of Sciences (MTA) where all researchers speak at least one foreign language
The equivalence/validation of foreign academic degrees, i e. the recognition of foreign certificates and degrees are carried out by the Hungarian Equivalence and Information Centre (Hungarian ENIC, a member of the European Network of Information Centres) within the Educational Authority,
while the nostrification of scientific degrees is done by the Hungarian higher education organisations. Just as in other new EU Member States
The Hungarian Rectors Conference called the attention of the rectors in January 2013 to join to the Code of conduct for the Recruitment of Researchers that aims to improve recruitment,
although the proportion of female heads of institutions in the higher education sectors stayed at a mere 9%in 2010,
Hungarian researchers of the MTA and HEIS are requested to use and update regularly their publications in the scientific bibliography database (i e.
This database has the main purpose"to keep an inventory on Hungarian academic achievements and to make these valuable contributions known to the world in a high quality format.
although university technology transfer offices/centres are established at major HEIS, but they have only 3-5 years experiences of operation.
in order to facilitate technology transfer at Hungarian universities. 43 ANNEX 1. PERFORMANCE THE NATIONAL AND REGIONAL RESEARCH
of the public investment in research and innovation(+)Significant amount of resources from the OPS served the renewal of research and development infrastructure of the HEIS,
HEIS from the OPS of the SF during 2007-2013(+)Opening of new research centres
and few exits of Jeremie fund investments so far 5. Excellence as a key criterion for research and education policy(+)Increasingly more funding is allocated via project-based mode because of high significance of Structural Funds in total
%respectively(+)HEIS and research institutes enjoy high level of autonomy to organise their RDI activities.
HEIS will get 30%of their funding according to the proposal of the new Higher education Strategy(-)Hungary has no long term tradition in evaluation of all R&d performers that are entitled to receive public funding,
-HEIS and PROS couldn't offer competitive salaries researchers therefore they often go to (multinational)(+Draft Science Policy Strategy 2014-2020(+)Draft Higher education Strategy(-)Low number of institutions signed the Code of conduct for the Recruitment of Researchers
and they are not yet reorganised their processes accordingly 45 companies 6. Education and training systems(+)Government policies and incentives support the supply of graduates in sciences and engineering specialisations,
although slow progress could be observed so far if looking at (post) graduate data(-)Education and training curricula doesn't focus on critical thinking, problem-solving and teamwork,
although intercultural and communications skills improved likely due to exchange such as Erasmus(-)Entrepreneurship education and training is not availably widely,
especially not for science and engineering student in mass that is recognised by the situation analysis of the draft Science Policy Strategy(-)Draft Science Policy Strategy 2014-2020(-)Draft Higher education Strategy 7
. Partnerships between higher education institutes, research centres and businesses, at regional, national and international level(+)Technology transfer centres are established at all major HEIS,
although they have no critical mass. It is positive development that both the new RDI strategy
set clear rules on the IPR(-)Research efforts are accompanied not sufficiently by measures supporting commercialisation of innovative ideas(-)Neither the draft Science Policy Strategy nor the new Higher education Strategy set clear
rules for creation and running of university spin-offs(+)Several measures of the Economic Development OP(+)The RDI strategy 2013-2020(+)The National Strategy for Protection of Intellectual Property 2013-2016,
called Jedlik Plan(-)Draft Science Policy Strategy and the new Higher education Strategy 8. Framework conditions promote business investment in R&d,
Main changes Brief assessment of progress/achievements 1 Member State Strategies for Researchers'Training and Employment Conditions(+)New Higher education Strategy(+)Campus Hungary programme
support international mobility of students, academic and administrative staff exchange(-)National budget for higher education has decreased(+)Clear employment conditions(+)New collaboration agreements
and joint projects(-)The budget cuts translate in less attractive university careers(-)Only 13 Hungarian institutions joined the Charter
& Code(-)Few vacancies are published on EURAXESS website 4 ERA Framework 5 Priority European Research Infrastructures(+)National Research Infrastructure Register provides information of major Hungarian
Transfer(+)The National RDI strategy foresee the strengthening of research universities it KT function and technology transfer offices(+)Accredited cluster development(+)TTOS established at all major universities in the past 5-10 years(+)Several measures of the SF target university-industry collaboration
(+)21 accredited innovation cluster in operation, that integrates more than 600 SMES(-)University TTOS are weak and not capable effectively managing TT processes 22 European Knowledge Market for Patents
and Licensing(+)Strategy for Intellectual Protection 2013-2016 (Jedlik-Plan)(+HIPAVILON established which is a not-for profit limited of the National IPO(+)Support measures provided for protecting IPR(+)Hipavilon provides information
and institutional assessments(+)National RDI strategy 2013-2020(+)Draft Science Policy Strategy(+)Support to RTDI umbrella projects(+)Draft Higher education strategy(-)Increase of the GBAORD
in 2012 compared to previous years(+)Recent policy documents foresee further increase of competitive funding(+)Proposed by the draft Higher education Strategy,
HEIS will receive 30%of their funding based their scientific excellence(+)The Hungarian Academy of Sciences distribute block funding to research centres based on their performance(-)Block funding of HEIS is not yet based on institutional assessment Action 2:
and the Momentum programme of the Hungarian Academy of Sciences(-)No action or initiative could have been identified that support the introduction of foreign experts in peer reviews.
transparent and merit based recruitment of researchers(-)Draft Higher education Strategy(-)The foreseen modification of the Act on Higher education doesn't provide criteria for open,
and services to researchers through the pan-European EURAXESS3 network(+)There is a Euraxess network in Hungary mainly located at universities in almost all the seven regions(+)Contacts of local Euraxess network points are acknowledged duely on the portal
+The Hungarian Accreditation Committee reviews regularly the operation of the doctoral schools run by universities and publish their results on it website(-)Regulation of doctoral schools doesn't mention the principles of innovative doctoral training Action 5:
& Code(+)Draft Science Policy Strategy 2014-2020(+)The Hungarian Rector's Conference draw the attention of the rectors to join the Charter&code(+)Two Hungarian universities started the process achieving the logo(+)The draft Science
research organisations and universities to foster cultural and institutional change on gender(+)Female researchers are awarded at the MTA during the Week of Hungarian Science(+)L'oréal-UNESCO Hungarian Grant for Women
+MTA and most Hungarian universities requires their researchers to register their publications in the scientific bibliography database run by MTA(-)Lack of national Open Access strategy Action 2:
are established all major universities throughout Hungary) (-Even if the National Innovation Office is backing the TTOS,
no nationwide recommendations or measures could have been approved so far to secure their longer-term operation(-)The Act on Higher education doesn't have provisions to support knowledge transfer and TTOS Action 3:
Ministry for National Economy, November 2013.57 LIST OF ABBREVIATIONS BERD Business Expenditures for Research and development BME Budapest University of Technology and Economics CERN European Organisation for Nuclear
European Innovation Scoreboard ELTE Eötvös Lóránd University of Sciences ERA European Research Area ERA-NET European Research Area Network ESFRI European
R&d GUF General University Funds HERD Higher education Expenditure on R&d HES Higher education Sector HUF Hungarian Forint IP Intellectual Property IU SAT
Science and Engineering S&t Science and Technology SF Structural Funds SIP Science-Innovation Programme SME Small and Medium Sized Enterprise SZTE University of Szeged
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