Publications
Latest publications:
Király, G., & Dén-Nagy, I. (2024) Action learning. A possible response to the challenges of business higher educations. Action Learning: Research and Practice, https://doi.org/10.1080/14767333.2024.2442123, online first
Géring, Z., Kováts, G., Tamássy, R. and Király, G. (2024). Public debate about the model change in Hungarian higher education. The representation of radical changes in university governance in Hungary in politically opposing online newspapers between 2019 and 2021. Intersections. East European Journal of Society and Politics. 10, 2. https://doi.org/10.17356/ieejsp.v10i2.1276
Kiss, G., Köves, A. & Király, G. (2024) The beautiful risk of participatory education: an empirical example of teaching strong sustainability. Management Learning, https://doi.org/10.1177/13505076241258685 (online first)
Tamássy, R., Géring, Z., Király, G., Plugor, R. and Rakovics, M. (2024) The portrayal of the role and agency of students and higher education institutions in highly ranked business school discourses, Journal of International Education in Business, 17(1), 1-20. https://doi.org/10.1108/JIEB-09-2022-0064
Frányó, Z. & Dorner H. (2024) How to change and what to change? – Exploring university teachers’ conceptions of adaptive expertise in teaching. Innovations in Education and Teaching International, online first, https://doi.org/10.1080/14703297.2024.2343847
Kétyi, A., Géring, Z., & Dén-Nagy, I. (2024). ChatGPT from the students’ point of view – Lessons from a pilot study using ChatGPT in business higher education. Society and Economy, online first, https://doi.org/10.1556/204.2024.00007
Frányó, Z. & Sándor, E. (2024) The relationship between HE teachers’ mission and teaching approach: Interaction inspiring enthusiasm as the basis for building knowledge and commitment to the profession. Journal of Adult Learning Knowledge and Innovation, Paper: 27257. https://doi.org/10.1556/2059.2024.00092
Király, G. – Köves, A. (2023) Facing finitude: Death-awareness and sustainable transitions. Ecological Economics, 205(107729). 1-8. https://doi.org/10.1016/j.ecolecon.2022.107729
Király, G. – Géring, Zs. – Tamássy, R. (2023) Future and agency frames: how business schools construct the term future and what they claim to do about it? Journal of Futures Studies, 28(1), 41-54. https://doi.org/10.6531/JFS.202309_28(1).0004
Géring Z. – Tamássy R. – Király G. – Rakovics M. (2023) The portrayal of the future as legitimacy construction. Discursive strategies in highly ranked business schools’ external communication. Higher Education, 85(4), 775-793. https://doi.org/10.1007/s10734-022-00865-1
Csillag S. – Király G. – Rakovics M. – Géring Zs. (2022) Agents for sustainable futures? The (unfulfilled) promise of sustainability at leading business schools. Futures, 144(103044) 1-16. https://doi.org/10.1016/j.futures.2022.103044
Fűzi B. – Géring Z. – Szendrei-Pál E. (2022) Changing expectations related to digitalisation and socialisation in higher education. Horizon scanning of pre- and post-COVID-19 discourses. Educational Review, 74(3), 484-516. https://doi.org/10.1080/00131911.2021.2023101
Tamássy R. – Géring Z. (2022) Rich variety of DA approaches applied in social media research – a systematic scoping review. Discourse & Communication, 16(1), 93-109. https://doi.org/10.1177/17504813211043722
Fehér K. – Géring Z. – Király G. (2022) Promoting the future of innovative higher education through thousands of master’s programmes. STEM, interdisciplinary and business studies in a changing labour market. Society and Economy, 44(1), 46-64, https://doi.org/10.1556/204.2021.00019
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