The national cultural background of a company's founders and managers significantly influences corporate culture and communication. Over the past two decades, the link between culture and sustainability practices has been demonstrated, including how sustainability embeddedness is reflected in CEO letters. This study examines if companies in the cosmetics and fashion industries reveal cultural influences on sustainability in their CEO letters. These letters, the most influential part of annual reports, convey the CEO's vision, operations, and performance. Using quantitative and qualitative content analysis, the research investigates whether national culture influences the content of CEO letters by analysing letters from 15 companies across 10 countries. The study found no statistically significant correlation between Hofstede's cultural dimensions and sustainability narratives in CEO letters. However, feminine cultures tend to have stronger sustainability orientations. These findings suggest that companies should adapt their sustainability communication to align with local cultural values, thereby enhancing stakeholder engagement, particularly for multinational beauty and fashion companies.

Academic literature explores the term sustainability embeddedness as the highest degree of integration of sustainability into corporate strategies, however, its interpretation lacks the conceptual meaning applied in regional economics. While the focus of sustainability practices is often local, companies embed in the local space, conversely, increasing local embeddedness and commitment are leading companies to move from compliance-based sustainability practices towards sustainability embeddedness. The results based on interviews with small- and medium sized family businesses in Győr-Moson-Sopron County, Hungary illustrate that sustainable embedding as suggested as a new approach of the study are applied by this group of companies, the study concludes with a collection of good practices

A 20. század közepe óta a vállalati beágyazottság fogalmi jelentéstartománya módosult, aminek következtében napjainkban a gazdasági szereplők meghatározott térbe való integrálódását jelenti. A jelenség az együttműködésen túl kiterjed tágan értelmezve társadalmi, kulturális és környezeti hatásokra is, előirányozva a vállalati társadalmi felelősségvállalás és a vállalati fenntarthatóság koncepcióinak beágyazódással együttesen történő értelmezését. A hazai és nemzetközi szakirodalmat áttekintő tanulmány a fenntartható beágyazódás megközelítését javasolja, amely folyamat során a vállalat képes aktívan befolyásolni környezetét, amelyben működik. A vállalatok fenntartható és felelősségteljes gyakorlatok révén a magasabb szintű elköteleződés irányába mozdulnak el, mely kölcsönösen szinergikus hatásokat eredményez.

Generation Z increasingly demands mentoring in both educational and professional contexts, preferring accessible, supportive, and co-creative approaches over traditional top-down models. In multicultural higher education environments, understanding these expectations poses a challenge. This study examines Generation Z’s mentoring needs in higher education, with a particular focus on institutional practices and differences between students enrolled in Hungarian-language and English-language programs. It investigates student perceptions of existing mentoring system, identifies gaps between needs and current support, and offers recommendations for enhancing performance and satisfaction. Based on the findings of a systematic literature review (SLR) on mentoring, a quantitative questionnaire survey was conducted among 117 students at Széchenyi István University, Győr, Hungary. The analysis compared students of Hungarian-language and English-language programs, focusing on trust in mentors, preferred mentor characteristics, and function-related expectations. Findings reveal that while most students are aware of the mentoring system, trust and familiarity levels vary: Hungarian students report higher trust and awareness of their mentors. Both groups prefer young, approachable mentors and value personalized support. Cultural differences emerged, with international students emphasizing psychological support and Hungarians prioritizing career guidance. Across all groups, administrative assistance was the most valued function. The results highlight the need for mentoring systems that reflect Generation Z’s preferences for transparent, informal, and individualized support. Universities increasingly operate like organizations, requiring onboarding processes that foster belonging and retention. Effective mentoring can strengthen integration, reduce dropout rates, and address diverse socio-cultural needs.

Universities are increasingly expected to contribute to societal and environmental challenges, yet the concept of the fourth mission remains fragmented and weakly operationalized in the literature. This study aims to develop a measurement framework for the fourth mission of universities. The research adopts a theory-driven qualitative design based on a systematic literature review, synthesizing contributions on community engagement, social innovation, sustainability and institutional embeddedness. Building on this synthesis, the study develops a three-level conceptual model that integrates an institutional framework, core fourth mission processes and transformative impact domains. The core processes are structured around community engagement, co-creation and social innovation, and knowledge diffusion and local application, while the model explicitly links these processes to societal challenges and environmental sustainability outcomes. Furthermore, the model is operationalized through a structured indicator system applicable in document-based analysis, supported by a four-point scoring scale capturing the depth of institutionalization. An illustrative pilot test was also conducted using the example of one university faculty. The study contributes by clarifying the boundaries of the fourth mission and offering an operational framework that shifts attention from output-based measurement to universities’ transformative societal roles.

Higher education institution (HEI) choice is increasingly influenced by digitalisation, internationalisation, intensified institutional competition, widening participation, and financial uncertainty. This study systematically reviews how institution choice has been conceptualised and examined across domestic and international contexts. Following the PRISMA 2020 guidelines, 56 English-language, open-access studies indexed in Scopus were analysed through descriptive mapping and thematic synthesis, with the literature search last updated on 17 September 2026. The review examined publication and methodological patterns, geographical contexts, student populations, research directions, theoretical foundations and reported choice factors. The methodological profile comprised 23 qualitative, 22 quantitative, and eight mixed-methods studies among the 53 empirical publications. Within the selected corpus of 56 studies, the literature is geographically concentrated, while comparative studies are limited. The synthesis identified six thematic emphases in contemporary research: student diversity and inclusion, digitalisation, international mobility, institutional marketing and rankings, financial considerations, and psychological aspects of choice. Despite these developments, established frameworks remain highly visible in the literature, although citation frequency alone does not indicate the extent to which these models are operationalised or used analytically. A total of 585 raw extracted factor instances were standardised into 239 standardised factors and synthesised into 58 first-order themes and 12 second-order dimensions. The study proposes a provisional taxonomy of reported choice considerations within the reviewed corpus, with potential relevance for future research and institutional recruitment and communication.