Expansion of higher education (HE) has not only affected developed countries but also developing countries so it can be interpreted as a worldwide phenomenon (Schofer-Meyer 2005). That is why on-going reforms and processes of higher education (such as the Bologna-reform) should not be regarded as solely national cases but also as a worldwide phenomenon (Coombs, 1968).

This presentation aims to examine the expansion of higher education particularly by focusing on part-time students at a global level and on Hungarian HE institutions. In Hungary the numbers of HE students have increased significantly since the transition (1989/90) and this sudden increase was mainly from part-time (adult) students. For this reason, their role in expanding HE is crucial to examine because these part-time students represent a large percentage of the student body.

This presentation intends to answer the following research questions: What are the features of the expansion of higher education worldwide and in Hungary? Is the Hungarian expansion of HE similar to the worldwide phenomenon? How has the Hungarian HE student body changed because of expansion? How was the number of part-time students affected as a result of expansion? How has the number of part-time students changed during the examined period (1990-2010)? Which theory might explain the reasons behind the expansion of HE? Do international theories on expansion provide an explanation for the Hungarian case? Concerning Hungary, what are the education policy consequences of these changes?

The expansion of HE is one of the most studied areas in higher education research (Archer 1982, Frank - Meyer 2005, 2007, Shavit et al 2004, Schofer - Meyer 2005, Teichler 2003, Trow 2000) thus several theories attempt to give an explanation for this worldwide phenomenon.

Kozma (2004, 2006) makes a distinction between the definition of massification and expansion of HE. The former is defined as the sudden increased social demand for higher education, whereas the latter refers to the institutional changes which followed social demands. The reasons behind the expansion of HE are manifold. Kozma (2004, 2010) highlights four possible reasons. These are the emergence of 1.) new social groups into HE (formerly underrepresented or excluded social groups) 2.) new political elite and change in politics. 3.) demographic changes, 4.) and middle class values becoming more popular among young people.

Researchers studying the economics of education regard education as an investment into human capital (Becker 1964, Schultz 1961). Fuller and Robinson (1992) provide two explanations: the first is the theory of social belongingness and the second, the theory of conflict of status.

I take the view that the reasons behind the expansion of Hungarian HE are complex and cover the following: demographic changes, structural changes of HE education (Bologna-reform), labour market changes (market economy after the transition), the role of social capital etc.

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