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The purpose of this paper is to show what are the applicants' institution selection criteria in higher education in Hungary and what changes this will imply in higher education management and communication. These questions were investigated based on a review of the most relevant literature and the analysis of 1396 Hungarian higher education University of Pécs applicants in two consecutive years. Exploratory and confirmative factor analyses were used to identify the relative order of the application influencing factors: as a result, the first most important is the vivacity, followed by career and costs, fourth is image and the last one is the low commitment. In this context, the paper has shown that the identification of the application strategies requires renewed management and communication techniques. The results help the institutions to determine the possible actions to be implemented to attract more students and improve the level of offered services. The permanent system change of the Hungarian higher education as a phenomenon versus the applicants' institution selection criteria gives the uniqueness of the Hungarian situation, and this study provides information for researchers in higher education in this field additionally. [ABSTRACT FROM AUTHOR]

The current study aimed to develop and validate a Principal Emotion Inventory (PEI). Equipped with the theoretical-empirical strategy of test construction, this development and validation procedure consists of one expert survey and five sequential empirical studies with sufficient samples of participating principals based on existing emotion theories and empirical studies. The reliability, substantive validity, structural validity and external validity were tested using exploratory factor analysis, confirmative factor analysis, invariance analysis and structural equation modelling. As a result, a multidimensional model on principal emotions with 25 items was identified with a good model fit. The PEI consists of five factors: enjoyment, pride, frustration, anxiety and hopelessness. This paper is the first attempt to develop and validate a sound instrument that enables measuring school principals' salient emotions in relation to their working experiences. The PEI would provide a validated instrument for future research on discovering the nature of principal emotions as an independent construct. Measurement is critically important to the replicability and robustness of the research. The findings on principal emotions are also informative for principal preparation and evaluation while taking emotions into consideration. [ABSTRACT FROM AUTHOR]