Dr Bertalan Magyar
Research Fellow

Core experience

sociology of education and higher education
educational inequalities and economics of education
education-to-employment transition of youth
mapping teacher workforce future needs
quantitative and mixed-methods research techniques


Bertalan Magyar joined Education Futures as a postdoctoral fellow in November 2019. With a background in Sociology and Political Science, his education-focused research tackles the manifestation of social inequalities across all segments of the broader education system. He is interested in capturing the complex interplay among social and economic forces affecting education-to-employment transition of youth, the changing nature of employment in the digital economy, and the multifaceted challenges the professional teaching workforce faces.

Bertalan completed his doctoral studies in Sociology at the University of Auckland where he was involved in a number of projects in the Faculty of Education, Department of Applied Language Studies and Linguistics, Department of Sociology, and Business School. Prior to his postgraduate studies, Bertalan worked in market research and carried out analyses for local governments. In his academic work, Bertalan deploys multidisciplinary approaches and multi-method research techniques to ensure that the results of rigorous investigations are presented in a manner that is accessible to policy makers and the public.

Working in Education Futures, one of Bertalan’s projects is about mapping the teacher workforce’s future needs in Australia. While considerable academic, policy, and public attention has been given to the understanding of the changing nature of contemporary employment as well as the transferable skills students acquire in schools, we know relatively little about the future needs of the teaching workforce. The better understanding of the complex social mechanisms behind teacher retention and attrition can only be a collaborative undertaking between governmental, professional and academic communities. In Education Futures, we believe academic expertise is best used when it can inform policy making effectively while it remains accessible to the broader public.



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