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AbstractThe practice of participation has gained prominence in several disciplines recently. The present study discusses how participation meets system dynamics, a particular modelling method, which looks at complex systems from an endogenous viewpoint. System dynamics has always oriented itself towards practical problems and engaged with clients actively. This tradition is represented in contemporary participatory methods. We can underpin the involvement of stakeholders in a number of ways: with normative arguments (participation is a democratic right), substantive (involvement produces better knowledge), instrumental (participation improves the chance of success), and transformative ones (improvement of social capital). We discuss three schools of participatory system dynamics. First, group model building, a professional and practical method. Next, participatory system dynamics modelling, which is rooted in public policy decisions and aims to involve stakeholders actively. Finally, community‐based system dynamics aims for the empowerment of communities, with long‐term deep commitment on the part of the researcher.

Abstract
This paper discusses how leading innovative universities and their master's programmes reflect rapidly changing social-economic technological trends. The increasing focus on the STEM subjects, the changing profile of business and MBA programmes, and the ratio of interdisciplinarity provide insights into the development of future-oriented higher education. In the scope of this study, 2,708 master's programmes were surveyed globally based on their online representation, and 1,750 training programmes from this list were analysed in terms of employability rankings. According to our findings, Western Europe offers the largest number of master's programmes. STEM studies are overrepresented at the top innovative universities, and interdisciplinary studies account for fifteen percent of the programmes. Additionally, business studies with interdisciplinary programmes were identified in a higher proportion as compared to business-only studies. The findings signal the labour market's preferences toward future-oriented, personalised and responsive knowledge. The present study contributes to future education through a global analysis, and supports the strategy creation of higher education institutions (HEIs). Therefore, this article is especially informative to representatives, policy makers or researchers at future-oriented HEIs.

The Hungarian higher education (HE) system went through a transformation, the so-called "model change" in the last years. During this process, the majority of public HE institutions were transformed into institutions maintained by private foundations. This paper focuses on the media representation of this transformation by analysing all relevant articles about the transformation (169 in total), published between 2019 and 2021 from two of the most active online journals on the topic representing the main opposite political sides (mno.hu and hvg.hu). Our analysis reveals the main actors as well as the arguments for and against the model change. The media representation in the Hungarian context is particularly important because there was not any governmental White Paper about the process. Therefore, Hungarian media served as the primary source of information to the public about the goals (and later the critiques) of the model change. However, the inner structures of the pros and cons expose how the two sides talk at cross-purposes, with minimal reactions to the arguments of the 'other side'. This resulted in "monologizing" instead of any real dialogue.