Navigating the Unclouded Joys of Freshman Year

Discussions regarding the most effective methods to promote or inhibit various types of student conduct are nearly as ancient as universities themselves.

One method to instill in students the informal social customs is to gather them early in residential settings – hence, a strong tradition of Freshers Camps exists in Hungary.

Their “gólyatáborok” are arranged for incoming university students to assist them in assimilating into student life. These activities encompass team-building games, workshops, icebreaker methods, celebrations, and orientations to university traditions.

They take great pride in them – providing students with opportunities to forge friendships, offering practical insights regarding university life, and facilitating a smoother transition into their academic departments or fields of study. It significantly fosters a sense of belonging – and most universities have data to validate this.

One of the reasons that, in Eurostudent – a Europe-wide survey project assessing student experiences – an impressive 80 percent of Hungarian students affirmatively respond to the academic belonging query: “I know many fellow students with whom I can discuss academic-related issues.”

However, through the years, these events have encountered controversies, including incidents of hazing, unseemly conduct, and inadequate supervision, prompting advocates for stricter rules to guarantee a secure and welcoming atmosphere.

For instance, earlier this year, organizers of the camp at the Budapest University of Technology and Economics (BME) Faculty of Electrical Engineering and Informatics imposed a ban on beverages over two liters, aerosol deodorants, nail clippers, small scissors, safety razors, aluminum containers, and energy drinks.

In an attempt to prevent sexual activities, they also prohibited condoms.

Faculty President Kristóf Radácsi recognized that condoms are essential for preventing unwanted pregnancies and sexually transmitted infections:

Nonetheless, we believe that abstaining from sexual intercourse entirely is even more effective… this method will guarantee students depart from the camp with favorable recollections.

At the very least, it ignited a nationwide conversation – with the Hungarian news portal 44 highlighting: “

Following a surge in sexually transmitted infections among individuals aged 15-24 in Britain last year, UK health authorities have encouraged university students to utilize condoms during freshers’ week.

Continue Camping

This was among the topics addressed on Day One of the Wonkhe SUs study excursion to the Visegrad nations, where a bus filled with student leaders and SU personnel embarked on a five-day journey exploring over 30 student unions, guilds, associations, and infrastructure organizations.

Aside from camps, throughout our visits, we encountered several group social mentoring methods for new students.

The “fadders” in Sweden or the “tutors” in Finland ensure that groups of students become acquainted with one another often prior to the start of the academic year.

Depending on the university, SU, or country we visited, they usually arrange a tailored first week for their group, facilitate discussions on diversity and rights, or incorporate study skills into the first term.

The system at Budapesti Műszaki és Gazdaságtudományi Egyetem (Budapest University of Technology and Economics) is one of the more comprehensive schemes we’ve observed.

Groups comprising around 15 students are each assigned a mentor – whether they reside in dormitories or not – and these mentors support those students for virtually the entire year.

Fundamental training regarding the role is accompanied by tailored elements in each faculty – meaning that as students approach examination periods, they continue to gather in their “stork” groups – feeling much more capable of navigating the “hidden curriculum” of how to succeed in their courses.

Similar to other nations, a key element is the ability for students to maneuver through the intricacies of a large university and city – as well as with one another, promoting the concept of students aiding and supporting their peers from the outset.

As always, we inquired about what inspires students (who in Hungary are equally likely to be encumbered by part-time jobs) to assume this role.

Here, there is no academic credit involved, nor is there any form of payment – it is simply “because if you’ve been mentored, you either want to be the next hero” or “enhance how it was done for you”.

It’s a Requirement

There were numerous other mentoring roles for students to list on their resumes during the discussions on Day One.

The national union’s Mentor Programme pairs underprivileged and multiply disadvantaged students with peers from similar academic fields to assist them during their initial two semesters.

Mentors provide guidance with academic and administrative processes, share information about scholarships and opportunities, and help mentees integrate into university culture.

At BME, dedicated Faculty Equal Opportunity Mentors are available to support disabled students throughout their university journey, ensuring they understand their rights and obtain the necessary adjustments to thrive in their studies.

At Semmelweis University, mentors receive specialized training focused on tackling the significant stress experienced by students through identifying scenarios where peer support may be inadequate and then…

referring students to professional assistance via Student Counselling. Mentors themselves earn academic credits (which contribute to their degree) for their involvement.

So intrinsic is the idea of group mentoring in higher education in Hungary – as a method of strengthening the student body’s capability – that it is even enshrined in the country’s legislation.

Section 41 (1a) of the Hungarian Higher Education Act states that:

Mentoring… supports students by offering preparation with the aid of students or instructors from the higher education institution… Mentoring aims to foster equal opportunities for students.”​

Back to my origins

In addition to assisting others, the concept of strong connections to faculties was notably consistent across the three universities’ student unions that we encountered on the initial day.

The “fundamental unit” of student representation here almost invariably operates at the faculty level. Each has its own representative assembly (sometimes known as a sub-union or faculty HÖK), which concentrates on matters pertinent to that faculty’s students.

This isn’t a central student union imposing a faculty convenor or representative from above – this is significantly more about flourishing communities of students selecting their leaders as foundational elements for the larger student union.

From discussions with the officers in the central student unions, it’s clear that their experiences in those organizations provide a solid groundwork for later pursuits of university-wide positions – and rather than thousands of ineffective course representatives trying to function independently, it signifies that a blend of module feedback and faculty-level representatives prioritizing issues based on that data is both a more effective and powerful approach to engaging students in quality.

These deep connections to communities within specific disciplines are also apparent in the nation’s system of “szakkollégiumok” (specialized colleges), which function as autonomous student organizations within or associated with universities.

They act as exclusive, extracurricular institutions aimed at offering enhanced academic advantages, personal growth, and a robust community for high-achieving students.

This is not your typical academic society. While there are social events – the overarching goal is to deepen students’ academic knowledge beyond their conventional university syllabus while nurturing a culture of civic involvement and leadership.

They frequently collaborate to concentrate on interdisciplinary education, enabling students to investigate subjects that intersect with their primary area of study. They also cultivate intellectual curiosity, research endeavors, and innovative thinking, with a strong focus on self-directed study and peer-to-peer education.

Moreover, they maintain a strong commitment to social responsibility – necessitating that students engage in community service, research initiatives tackling societal issues, or public discussions – transforming them into incubators for future leaders and change agents, thus enhancing their employability.

The UK may not aspire to duplicate their esteemed selective processes (often four times as many students apply to join as those accepted), and might not be able to replicate the tradition of these colleges possessing their own accommodation – yet there are numerous lessons to gather regarding communities and academic identity development by exploring the websites of organizations like FAKT (“Professionalism. Community. Social responsibility”), the Építész Klub, the BME College of Mechanical Engineering, the Eötvös József Collegium, or the EVK with its “Professional Teams” collaborating with the faculty and mentoring companies to work together on genuine business projects with industry professionals.

We are now heading to Győr where we are promised a student pot roast. We will revise the trip’s risk assessment on the way.