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Today we hear a lot that, enterprises as well as individuals in the „new‟ economy, based on "networks", are forced to continuously learn and innovate in order to survive and prosper. Responsibilities have to be delegated to those whose knowledge and situation regarding decision making is the most convenient. From the aspect of geographical location, organization and time, basic competencies often are scattered, this is why continuously changing groups of participants have to be connected to complete assignments. Work has to be done in "self-organizing" systems, to which a seemingly ad hoc capture of capabilities of the individuals is characteristic. In this network economy, success comes to those who can effectively connect individuals and organizations in a dynamic competition, induced by rapidly changing conditions and connections, and caused by information flows which are present everywhere. Network economies draw attention to several issues. This paper addresses only organizational relationships, leadership and interpersonal relationships. [ABSTRACT FROM AUTHOR]

The study is aimed at contributing to the research of developing the employer brand of a university with the help of a special university project. Our basic research question is whether a Jubilee project could be used to develop the employer brand of a university and strengthen employee engagement. The authors present the possibilities of measuring communication elements regarding employer branding with the help of two surveys. The employee survey results (based on 1723 respondents) showed that the reputation of the university in the university ranking list improved and the pride of its employees, as well. A significant factor in employer brand development is communication with future potential employees, so the role of public opinion is critical in creating a positive reputation of the university. This is why the Jubilee Project 650 of the University of Pécs can be regarded as a useful employer brand developing activity. [ABSTRACT FROM AUTHOR]

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 main aim of our research is to provide an overview of what role language education plays in how Hungarians living in diaspora communities preserve their cultural identity. To this end we compared three Hungarian schools from three continents (North America, South America and Australia), selected by a sampling based on geographical location. We compared the similarities and differences between their educational methods according to factors predetermined by the research group. By reviewing the extant, but limited literature on this topic, the authors studied the present situation of Hungarians living abroad and the actual questions of identity preservation with special regard to language learning and preservation. These results present a detailed image of language education within the Hungarian diaspora. We also compared the educational methodology employed by the three schools based on different statistical data, such as the number of students, their cohort, student motivation as well as the role of partner institutions in the preservation of Hungarian identity. This study introduces the similarities and differences among institutions located far from one another. The main differences concerned the number of students and their motivation. We aim to give an overview of the current situation while discussing the challenges these communities face and possible opportunities for the continued preservation of their cultural identity. [ABSTRACT FROM AUTHOR]