On the first day of our Fulbright orientation, a Hungarian woman did a brief introduction to the cultural differences between Americans and Hungarians. Perhaps we were jet-lagged, perhaps she, for the sake of being thought-provoking, laid it on a bit thick; either way, some of us were more than a little peeved at what we considered her simplistic over-generalizations about naive, optimistic Americans who believe they can manage their lives and plan their way to happiness and success. Her words came back to haunt me during the recent monthly Fulbright meeting that was held here in Debrecen.
I think I had mentioned earlier that Hungarian higher education is in crisis. Since 1989 Hungarian universities have had to deal with reorganization, unfunded mandates, and new requirements imposed by the EU and the Bologna Accords to promote both parity and transportability of Hungarian university degrees. In addition, budgets have been slashed and positions cut. Many of my colleagues at Debrecen and Miskolc have had to take on dual appointments or second jobs in order to make ends meet. Many of them teach so many hours each week that their research has suffered. In Hungary, it is truly “publish or perish” if you wish to advance. Because of financial need, it is possible that the careers of younger colleagues might be delayed or even derailed. We have a multi-purpose staff/faculty room in the department presided over by a smiling older woman named Csopike. She runs the copy machine, makes coffee, and generally keeps everything running smoothly. She works part-time, usually leaving at noon in order to go home and make supper for her husband, whom she informed me, has sugar and hypertension problems. Csopike is 76 years old.
All of my Fulbright colleagues are sensitive to the long hours, low pay, and high levels of stress experienced by our Hungarian colleagues. While American colleges and universities are experiencing similar problems because of the global recession, they have been more successful at fund-raising from private sources; but alumni associations are still in their infancy in Hungary and need time to develop the critical mass necessary to make a real impact on institutions of higher learning. I also suggested trying to establish relationships with Hungarian corporations who might provide funds for modernizing classrooms, funding faculty lines or other kinds of support. My colleague, Carol, asked the question, “Aside from our teaching and public service at our respective universities, how can we as American Fulbrighters help?”
The answer was surprising. Our two Hungarian hosts recognized that we individually cannot provide the funding that Hungarian higher education desperately needs. However, they said the best thing we could do is be ourselves; that is, be the Americans we are. The rationale was as follows: first, by our presence and our work, we reaffirm the common educational mission that we share. But more importantly, Hungarians need our optimism, our openness to new ideas, and our positive outlook, if only to remind them that there are real alternatives in the world.
I have to admit I was rather dubious. But on the other hand, I don’t have any other really concrete suggestions. I had already contacted various officials at Providence College about setting up a faculty and/or student exchange program with a Hungarian counterpart–although everyone agreed it was a good idea, there is currently neither the funding nor the facilities to make that happen anytime in the near future. So, I teach my courses and go to English Conversation Club at American Corner. I will be giving my research talk to departmental colleagues and students early this week at Debrecen, and will participate in “America Week” activities and our panel on the US and 9/11 at the University of Veszprem on Thurday and Friday. I don’t think it is enough…but it is a start. It would be great if I could win the lottery…that would help too.
Thanks for tuning in and best regards,
Marcsi
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