Search

Purpose: The number of young people using e-cigarettes (commonly referred to as vaping) has grown at an alarming rate, creating the need for urgent action. This paper demonstrates rapid step-by-step iterative application of the Co-create, Build and Engage (CBE) framework to showcase how marketing was applied in response to emerging trends that have negative health and environmental consequences. This paper aims to demonstrate how CBE is applied iteratively, ensuring student feedback leads module development. Design/methodology/approach: In Study 1, a pure seven-step co-design implementation, 19 high school students were invited to co-design a vaping prevention approach that would work for them and other people like them. During the sensitisation phase of co-design, students completed one Blurred Minds Vaping module. Feedback grids were provided, with students identifying likes, dislikes and ideas. This likeability data was used, together with input from technical experts and pedagogical best practice, in a 12-week research and development project that aimed to develop a new online learning module focused on vaping and their environmental impacts for the Blurred Minds Academy. The new module was tested with 20 high school students. Feedback grids were provided once again, allowing a comparison of results. Findings: Examination of feedback grid data demonstrates that the newly developed Vaping and the Environment module was improved. Considerations taken on board in the new module design (e.g. increased variability within the module) overcame criticisms expressed previously (e.g. it was boring and too long). Other criticisms remained evident, albeit at a much lower proportion suggesting the new Vaping and the Environment module, and future Blurred Minds module development, would benefit from iterative CBE application. Originality/value: Conduit et al. (2022) note that marketing academia has been criticised for having an increasingly less relevant managerial agenda. This paper outlines a rapid step-by-step application of marketing in response to one of society's most pressing health challenges – vaping. The iterative application of CBE is outlined, demonstrating that the student experience can be enhanced when marketing's continual improvement mindset is used. This is the first vaping prevention programme that has included substantive information around the negative impacts of vaping on the environment. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide a literature review on the cloud-based platforms for the education sectors. The several aspects of cloud computing adoption in education, remote/distance learning and the application of cloud-based design and manufacturing (CBDM) have been studied and theorised. Design/methodology/approach: A four-step methodology was adopted to analyse and categorise the papers obtained through various search engines. Out of 429 research articles, 72 papers were shortlisted for the detailed analysis. Findings: Many factors that influence cloud computing technology adoption in the education sector have been identified in this paper. The research findings on several research items have been tabulated and discussed. Based on the theoretical research done on cloud computing for education, cloud computing for remote/distance learning and CBDM, cloud computing could enhance the educational systems in mainly developing countries and improve the scope for remote/distance learning. Research limitations/implications: This study is limited to papers published only in the past decade from 2011 to 2020. Besides, this review was unable to include journal articles published in different languages. Nevertheless, for the effective teaching and learning process, this paper could help understand the importance and improve the process of adopting cloud computing concepts in educational universities and platforms. Originality/value: This study is a novel one as a research review constituting cloud computing applications in education and extended for remote/distance learning and CBDM, which have not been studied in the existing knowledge base. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and replicable manner. Sensory experience education normally involves the usage of the five senses (smell, taste, sight, feel and hearing) as means to demonstrate, scaffold and illuminate introductory-level wine curricula. This study identifies the methodologies used in existing in educational wine sensory experience literature, identifies the pedagogical utilities of current wine research and explores findings useful for wine educators. Design/methodology/approach: This paper uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) for literature review reporting. Findings: From the existing body of literature involving wine sensory experience in education (N = 20), five pedagogical utilities emerged from the dataset: wine sensory experience training (n = 7), wine sensory analysis techniques (n = 5), teaching environment (n = 5), wine and food pairing (n = 2) and psychological context (n = 1). Furthermore, experimental design is the preferred method (n = 14) of research related to wine sensory experience in education. Practical implications: This study provides utility for wine educators at the college and university level and may provide perspective and tools for firms seeking consumer engagement through wine education. Originality/value: To the researchers' knowledge, there are no literature reviews that explore wine sensory experience in education. Thus, the primary contributions of this study are threefold: identification of current gaps in wine education research, identification of future research questions and avenues of study, and resources for curriculum improvement of introductory wine courses. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field. Design/methodology/approach: Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom. Findings: Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion. Originality/value: No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal's perspective. Design/methodology/approach: A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values. Findings: Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values. Research limitations/implications: This research is based on answers collected from 18 principals in one municipality in Sweden. Practical implications: The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools. Originality/value: Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to explore the understanding and observance of the program "This School is a Zone of Peace" (SZOP) in schools where conflict and violence are not prevalent. Design/methodology/approach: This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation. Findings: The participants elucidated the declaration, "This School is a Zone of Peace," as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment. Originality/value: A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional. [ABSTRACT FROM AUTHOR]

Purpose: In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice. Design/methodology/approach: The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools. Findings: The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People's Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors' internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for. Research limitations/practical/social implications: The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care. Originality/value: As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of "we don't do CRT" and into work that constructs paths toward praxes bound in the tenets of CRP. [ABSTRACT FROM AUTHOR]

Purpose: People with energy poverty are denied the modern energy services such as cooking, lighting, heating, cooling and communication. These needs are all crucial to maintaining an acceptable level of living standards. This paper aims to examine the effects of energy poverty on health and education. Design/methodology/approach: This systematic review was conducted using the 2009 Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The ScienceDirect, Scopus and Google Scholar databases were used to search the studies conducted between 2012 and 2022. Studies included in this review were searched with some combinations of keywords and saved in Mendeley Desktop for review and referencing. Of 1,745 articles retrieved after removing the duplicates from the databases, 22 met the inclusion criteria. Findings: Out of the total 22 studies reviewed, six were conducted in Asia, six in Europe, four in Africa, three in developing countries and one each in North America, Australia and at global level. Results indicated that impacts of energy poverty on health and education were negative. Efforts should be made to improve the economic conditions of the population in order to allow them access to energy services to achieve higher levels of living. Practical implications: As this systematic review excludes non-peer-reviewed literature, case studies, reports and theses, and only includes studies published between 2012 and 2022 in English language only, consequently, it may not provide an exhaustive overview of the literature on topic. Originality/value: To the best of the authors' knowledge, this is the first systematic review to investigate the relationship between energy poverty, health and education conducted here. The search methodologies involve systematic searches of databases and other manual searches. Considering the wide inclusion criteria, this review is useful as a general overview of the issues and identifies particular gaps in the existing evidence. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns. Design/methodology/approach: This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices. Findings: Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice. Originality/value: There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to encourage scholars of international business (IB) to engage with the "decolonizing the university" project and reflect on what decolonizing might mean for IB research and education. The paper also argues that it is particularly important for IB scholars to join the decolonizing project given that the field's main object of study – the multinational enterprise – has been central to colonialism. Design/methodology/approach: An essay style is adopted to introduce the decolonizing project to IB and to explain why and how this scholarly field might benefit from engaging with it. As part of that, the paper calls upon IB scholars to work on decolonizing the field and to do so by not only interrogating its knowledge claims but also broadening the scope of its research so it can address the theme of neo-colonialism. Findings: The paper reveals the conspicuous absence of IB scholars from the decolonizing project and situates such absence within a long-standing indifference within IB to the issue of colonialism. Social implications: In learning about and engaging with the decolonizing project, IB scholars will be able to not only enrich IB theory and education but also help to tackle one of the grand challenges facing the modern world society, namely, social inequality and injustice rooted in colonialism. Originality/value: It is hoped that this paper will stimulate reflection on IB's absence from the decolonizing project and assist scholars in developing an understanding of the project's rationale and underlying literature. It is also hoped that the paper will open dialogue within IB about how this field might be decolonized and help scholars engage meaningfully with other disciplines as they do so. [ABSTRACT FROM AUTHOR]

Purpose: The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school. Design/methodology/approach: In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation. Findings: The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution. Research limitations/implications: Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers. Originality/value: In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution. [ABSTRACT FROM AUTHOR]

Purpose: Challenging behaviour among school pupils has been the focus of extensive research in the UK and beyond; however, there has been a lack of recent comparable research on these issues in the further education (FE) sector. This paper aims to report the findings from a larger PhD research examining the introduction of interventions based on restorative justice implemented in colleges. This study focuses on the extent and nature of challenging student behaviour, as explained and understood by the students and staff. Design/methodology/approach: The author used an interpretivist exploratory case study design and mixed qualitative research methods. The institute considered in the case study, Restorative College (pseudonymised), has education provisions for students aged 16+ years and enrols over 16,000 students annually. In the academic year 2017/2018, Restorative College committed itself to becoming a "restorative" institution. Data collection consisted of three stages (including semi-structured interviews, analyses of institutional policy documents and focus group discussions) and was conducted over 14 months. Findings: The extent and nature of challenging student behaviours in the FE sector are significant and merit further research and analysis to support policy development. Research limitations/implications: Given the research methods adopted (single case study and qualitative research), the findings do not necessarily represent experiences across the FE sector. Originality/value: This study emphasises the need to expand research on challenging behaviour in the FE sector, which has been limited thus far, also making a contribution in this direction. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations' sustainable development goals. To plan education for sustainability, teachers need to know the students' competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed. Design/methodology/approach: Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors' conceptualise how the competencies influence each other and provide propositions for future research. Findings: The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need. Originality/value: The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors' offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to describe the development, implementation and evolution of a multi-media educational tool to improve health profession students' knowledge and awareness of stigma and ageism on the treatment of older adults with substance use disorder (SUD). In addition, this paper outlines the relationship between mental health and SUD and the impact of health provider stigmatization of older adults with behavioral health needs and the relationship between SUD and mental illness. Design/methodology/approach: A literature review was conducted and initial project outlines was developed. Ten interviews were completed with content experts. The draft video was reviewed and minor revisions were incorporated. The facilitator guide accompanying the video was developed. A draft of the facilitator guide was shared with several interprofessional university faculty and the older adults with SUD. The video was presented to groups of health professions students, and following each video viewing, discussion content was used to provide additional edits. Findings: The educational resources created for this project are appropriate for health professions curriculums related to older adults. Interprofessional health professions students are developing a basic foundation of knowledge on SUD through their standard coursework. More compassionate vocabulary is slowly being incorporated into health provider. Knowledge related to treatments and resources to treat SUD is lacking. In addition, health professions students need more education focused on assessment and interventions for individuals suspected of problematic substance use. Originality/value: This paper fulfills an identified need to facilitate discussion and education around SUD for health professions students. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present a quantitative and qualitative synthesis of the diverse academic proposals and initiatives for preventing and eliminating hate speech on the internet. Design/methodology/approach: The foundation for this study is a systematic review of papers devoted to the analysis of hate speech. It has been conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) protocol and applied to an initial corpus of 436 academic texts. Having implemented the suitability, screening and inclusion criteria, this corpus was refined to a sample of 74 articles. Findings: The main subject categories studied in this corpus of academic research are legal issues and social media. In the majority of the articles, the use of hate speech via social media is associated with five typologies: religion, cyber racism, political slurs, misogyny and attacks on the LGTBI community. The absence of ethical reflection is one of the major shortcomings of IT-focused research and analysis devoted to online hate speech. Practical implications: To date various systematic reviews have been presented, and they focus on detecting or describing hate speech. These have used either the search appraisal synthesis analysis framework or the Cochrane network. The PRISMA protocol was applied for this study, and both Scopus and texts in German were included. To date no major, rigorous systematic review has been undertaken of proposals to combat hate speech. Originality/value: The link between hate speech and poverty has not been studied in depth within the academic sphere. Tolerance and ethical compassion are not granted the attention they merit when it comes to analysing the phenomenon of hate speech. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is twofold. Firstly, the study has investigated the changing scenario of gender bias in households' education expenditure and the socioeconomic factors responsible for it. Secondly, the study has estimated the inequality in education expenditure for the male and female students and determined the significance of socioeconomic variables in gender discrimination. Design/methodology/approach: To address the above-mentioned issues, this paper has used the unit-level data of NSSO 52nd, 64th, 71st and 75th rounds from 1995–1996 to 2017–2018. The log linear regression model is applied to estimate factor impending average education expenditure dynamics. The Oaxaca–Blinder Decomposition method has been employed to measure gender discrimination, and the Lorenz curve and Gini coefficient are used to assess inequality among girls experiencing prejudice. Findings: The study has discovered an gender bias in education expenditure against females during the study period in India. Further, it has been found that gender discrimination against girl students is decreasing. Moreover, the factors such as age, religion, castes, MPCE (income quantile), type of institution, present enrolment and type of education are responsible for this gender differences. Originality/value: This paper uses 20 years of household-level data for study and suggests that discriminatory behaviour of households and credit constraints of the underdeveloped countries prevent investment in girl's education. Therefore, the state must pay for education of girls by offering scholarships and free or heavily subsidized education. In addition to this, awareness programs for gender equality should also be implemented by the government, especially in rural areas. Peer review: The peer-review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2022-0537. [ABSTRACT FROM AUTHOR]

Purpose: Quality circles (QCir) method is one tool of favorable effects on organisational change. However, usage of the QCir method for the development of education is still a perplexing, scattered and scarcely attended domain. This paper aims at defining boundaries of categories of topics that could be considered relevant discussions to this domain. Design/methodology/approach: With the basis of Soft Systems Methodology theory and concept development research method, this paper structured a taxonomy of categories of topics. Additionally, this paper afterwards performed a structured analysis, based on the taxonomy, of the total literature relevant to the "quality circles for education" domain. Findings: The results revealed that this line of interest, although limitedly researched, is still alive today, and not dead as was claimed in some studies. However, the core and amount of empirical evidence is yet insufficient for the necessary progress of knowledge of this domain due to the type of research methods used most of the time. Also, fortunately, because of the tabulated structure, the analysis clearly showed the niche topics under this area that are ripe ground for new research. Furthermore, this paper has shed light on another possible future line of research that plugs this domain into a set of synonym circles used in the pedagogy realm. Originality/value: This paper introduced land marks and border for a subject that was left limitedly visited and scattered for some time, although it was positively praised in several studies. This paper developed a taxonomy as well as drawn the landscape of the subject via performing a comprehensive structured analysis of the relevant literature. [ABSTRACT FROM AUTHOR]

Purpose: In lieu of a cure, the idea that dementia might be preventable through risk-factor moderation has latterly gained popularity. Prevention research is an evolving field that will likely undergo significant shifts in the near future. This paper aims to engage with that future as it is imagined in the present. Design/methodology/approach: This study explores the futures envisaged by dementia prevention researchers in the UK, based on interviews with six practitioners at the forefront of the field. Findings: Participants foresaw a pivot away from "dementia prevention" toward "brain health", and advocated for blended policy, community and lifestyle interventions. They were excited by the prospects for a lifecourse dementia hypothesis to inform new interventions but uncomfortable with the ethics of early intervention. Originality/value: These findings complicate simplistic depictions of prevention researchers as pursuing responsibilised lifestyle approaches. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper was to develop a quantitative classroom observation method that is able to analyse the school day to identify Time-on-Task losses comprehensively and systematically, at a level of detail that can be used by teachers and principals to stimulate and focus practical improvement efforts. Design/methodology/approach: The novel Time-on-Task Analysis (TOTA) model was developed by triangulating the conceptual framework of the Overall Equipment Effectiveness metric with the semantics and structure of the target domain. Once developed, the model was tested structurally against a time-series classroom observation data set, after which the resulting TOTA was presented to a sample of 52 education stakeholders, who then gave their perspectives of the analysis in a structured survey. Findings: The ontological model was found to be accurate, complete and without conceptual incongruencies, and its output novel and useful by the sample of education stakeholders. Of the participants, 90.3% found the analysis to provide a new perspective, 94.2% reported that the analysis triggered improvement ideas and 80.8% thought that their school(s) could benefit from a TOTA study. Originality/value: The TOTA model introduces a time-loss-focused perspective to the field of quantitative classroom observation studies, which is dominated by more sociologic- and pedagogic-focused topics. Its grounding in Overall Equipment Effectiveness also gives it a more detailed and systematic approach than the few Time-on-Task studies done to date, resulting in a model made for the "Gemba": the school classroom. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the approaches to education and training adopted by manufacturing organisations to identify and develop a set of learning principles for the successful transition to Industry 4.0. Design/methodology/approach: A case study of a manufacturing ecosystem in Queensland, Australia was undertaken, that included semi-structured interviews with a total sample of 22 manufacturing industry representatives, an analysis of secondary data including organisational documents and government reports, and embedded cases of two manufacturing organisations. Findings: Manufacturers successfully transitioning to Industry 4.0 are distinguished by a culture which values learning, management development to understand and lead innovation, experimental learning on the job and strong links to education and training providers through internships and upskilling pathways. These four principles inform approaches to creating tailored training solutions that respond to the unique needs of diverse manufacturing organisations. Research limitations/implications: The two case studies describe exemplary high performing companies only and not companies at earlier stages of adopting Industry 4.0. Therefore, future research could include a broader spectrum of companies across the adoption spectrum. Nevertheless, considered as a study of a total manufacturing ecosystem, there is strong alignment of views of government, industry, union and education stakeholders regarding the key factors of transition to Industry 4.0. Practical implications: There is a strong need for leaders of manufacturing organisations to enable a broad strategy of capability development beyond simple acquisition of new technologies. Detailed consideration and resourcing of on-the-job training and experimentation, talent attraction through innovation workplace cultures and strong relationships with education providers are important. Social implications: Given that Industry 4.0 technologies such as robotics and AI are now rapidly diffusing into other industry sectors, the research has broader implications for education and training for the future of work. These technologies could produce stark differences between efficiency versus innovation-oriented adoption strategies. Whilst the former could displace workers, the latter can open pathways for upskilling, product and process innovation and cross sector employment. Originality/value: Through the ecosystem level case approach, multiple stakeholder perspectives provide triangulated insights into advanced manufacturer's education, skills and training strategies, uncovering four learning principles that underpin the approach of manufacturers successfully transitioning to Industry 4.0. The findings have practical implications for policy makers and industry bodies supporting the transition to advanced manufacturing and provide manufacturing managers with insights into successful education and skill strategies that can be adapted to specific organisational needs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations' sustainable development goals. To plan education for sustainability, teachers need to know the students' competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed. Design/methodology/approach: Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors' conceptualise how the competencies influence each other and provide propositions for future research. Findings: The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need. Originality/value: The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors' offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework. [ABSTRACT FROM AUTHOR]

Purpose: This paper studies the role of heritage walks and tours in promoting inclusive education. It assesses if these walks are an effective method of exhibiting culture and facilitating inclusive heritage learning. The purpose of this paper is to attempt to establish that walks can play an imperative role in creating greater sensitivity towards heritage and conservation. Design/methodology/approach: The study uses a case study approach using mixed methods. Participants for qualitative interviews were chosen using purposive sampling and six interview schedules were sent to walk leaders. Walk participant data were collected through participant observation and standardised survey with randomly selected participants of the case walks. Surveys were sent to participants electronically. Findings: Heritage walks play a crucial role in not only imparting knowledge about history and heritage but also as a tool for learning other crucial skills, competencies, values, attitudes, etc. This paper attempts to highlight that walks are an effective and inclusive way to shed light on the alternative and forgotten stories. As an educational tool these walks can not only encourage the development of historical knowledge and appreciation but also assist in the development of competency to "de-construct" mainstream "grand narratives", questioning and learning about the forgotten. Research limitations/implications: This paper has limited itself to the study of select cases in New Delhi. Since the study has followed a case study design, it does not produce a largely generalizable result, but rather examines and understands the dynamics of particular walks and produces insights that may well be applicable in other contexts. Whilst this paper makes an attempt to understand the changes in perception and attitudes, it does not study behavioural changes. Social implications: In the long run, walks allow for meaningful citizen engagement with tangible heritage such as monuments as well as intangible heritage such as practices and festivals. This allows for appreciation for the value of heritage resources and leads to a demand for better conservation and preservation from the authorities. In a few cases, local citizens themselves lead heritage management and development activities in a bid to promote their local culture. This paper has shown that heritage walks can be helpful tools in giving "forgotten" voices and stories recognition in contemporary society. Originality/value: As heritage walks have recently gained popularity, there has been very limited research in the field especially linking heritage walks to heritage education. This is especially true for India. Even a city like New Delhi, which boasts of a robust heritage and is one of the tourism hubs of the country, heritage walks have been a very recent phenomenon. This research aims to address this lacuna in academic research and contribute meaningfully to the field of heritage education and conservation by studying how heritage walks support and promote inclusive heritage education. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore the purpose and outline the key features of Liverpool Football Club Foundation's County Lines (CL) programme and how principles of collaboration and co-production can be implemented to educate children at risk of entering the youth justice system. Design/methodology/approach: This paper reviews the findings from a 12-week CL intervention programme in 14 secondary schools in the Liverpool City Region between 2021 and 2022. The programme was designed in collaboration with funders, partners and participants and aimed to improve knowledge of, and change attitudes towards CL and its associated harms, including knife crime and child exploitation. Findings: Knowledge and attitude changes were measured across 12 indicators, with positive changes recorded for each indicator. Perhaps of most interest to those working in the sector was the recorded success in obtaining consistent attendance from beginning to end with very little erosion of engagement. This suggests that the content and method of delivery was successful in engaging harder to reach young people to make positive change. Originality/value: To the best of the authors' knowledge, this study is the first of its kind to examine how collaboration and co-production (two of the five principles of the Serious Violence Strategy 2018) can be implemented by a football charity and its partners to educate children in a local community on the harms of CL. [ABSTRACT FROM AUTHOR]

Purpose: With the rapid development of the economy in China, the wealth of residents has continued to increase, and most families have gradually been aware of the importance of commercial insurance. The family purchase of insurance in China was still not optimistic. Many scholars focus on wealth allocation, but the attention to the commercial insurance market was still less. Based on previous research studies, this study aims to investigate the impact of education and financial literacy on the commercial insurance purchase in China. Design/methodology/approach: China Household Finance Survey data was used to investigate the purchase of commercial insurance in Mainland Chinese families. Factor analysis was used to construct financial literacy, and the education data were combined to analyze the commercial insurance purchase using the Probit model and the Tobit model. Finally, the contributions of education and financial literacy to commercial insurance purchases were analyzed. Findings: Both education and financial literacy exerted a positive impact on the purchase of commercial insurance in China. Individual characteristics such as gender, age, marital status, risk attitude, purchase of social insurance and consultation with a financial advisor possessed significant effects; household factors like household size and assets, macro factors such as the density of financial institutions and the density of financial industry staff, and regional factors as local unemployment rate excreted influences on the commercial insurance purchase. Originality/value: Based on the current economic development in China, this study investigated and expressed opinions on the public and insurance companies regarding commercial insurance purchases. It accentuated financial literacy and education as factors that facilitated commercial insurance development. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to answer two basic research questions: "Does high emotional intelligence affect teaching effectiveness at universities?" and "What role do personality traits play in moderating that relationship?" Design/methodology/approach: The paper is a quantitative study using self-reporting questionnaires on 410 students and 32 faculty members. The resulting relationships and model fit are confirmed using SEM. Findings: The paper shows the importance of high emotional intelligent teachers in universities to increase teaching effectiveness. The paper also shows that the personality traits of the teacher moderate this positive relationship. Research limitations/implications: The study uses students' responses. Students might negatively assess their professors for different purposes. This puts in question the reliability of student ratings, especially when taking into consideration students' mood. Practical implications: The paper makes two major recommendations to universities. The first recommendation is to hire emotionally intelligent teachers. The second recommendation is to conduct emotional intelligence workshops for existing teachers in order to improve their EI skills. Both recommendations will increase teaching effectiveness, therefore, better learning and a higher chance of better students' academic achievement, better teacher-student relationship, higher students' satisfaction and better university environment/teaching reputation. Originality/value: The research model is tested for the first time in the Lebanese higher educational sector. [ABSTRACT FROM AUTHOR]

Purpose: This paper proposes a new conception of school systems arising out of the collision of three forces: (1) a longstanding press to rationalize the technical work of schools in the service of educational excellence; (2) a growing democratic press to equitably engage community members in the process of defining educational excellence; which together are (3) heightening legacy uncertainties that pervade educational organizations. It then draws on paradox theory to explore how leaders might navigate the growing uncertainties that are central to the work of organizing for excellence and equity. Design/methodology/approach: Integrating scholarship related to organizational institutionalism, paradox theory, learning sciences, social justice leadership and educational system building, this paper examines the changing organization of schools, the growing uncertainty facing educators and the implications for leaders and preparation programs. Findings: This paper introduces two perspectives on how to navigate the growing uncertainty facing educators and educational leaders: one that centers on mitigating uncertainty, the other that prioritizes leveraging uncertainty. Both perspectives have affordances and limitations when considering the twin goals of educational excellence and equitable involvement in decision-making, and leaders should thus view uncertainty as a paradox—an interdependent, persistent, contradiction—that can never be fully resolved, but can be managed. A paradox perspective makes visible the complex work of effectively moving between mitigating and leveraging uncertainty, especially in a field where the latter garners more support and legitimacy. Originality/value: This paper synthesizes recent educational and organizational scholarship to develop a new conception of educational organizations and a corresponding approach to educational leadership capable of navigating the growing complexity and uncertainty that pervades school systems. [ABSTRACT FROM AUTHOR]

Purpose: The reduction of income inequality and the ways to fight against it are source of debate among scientific communities and policymakers. Rents from natural resources that African countries are endowed with remain one way to cope with income inequality, but its influence on income inequality is mixed. Thus, the purpose of this paper is to explore the direct and indirect transmission mechanisms through which natural resources rents can affect income inequality in sub-Saharan Africa. Design/methodology/approach: This study obtained data on income inequality from the Standardised World Income Inequality Data database, natural resources rents from World Bank's Development Indicators and education from United Nations Development Programme for the period 1990–2018. It was analysed using system generalised method of moments. Findings: The results of this study showed that natural resources rents solely increased income inequality, but its interaction with education significantly reduced income inequality. Research limitations/implications: These findings suggest that the reduction of income inequality by natural resources rents passes through a good education system in sub-Saharan African countries. Originality/value: In previous studies, authors analysed the role of education in the relationship between natural resources rents and income inequality by inserting the two variables separately in the model. But in this paper, the author analysed the role of education in the relationship between natural resources rents and income inequality by using the interaction of natural resources rents and education. [ABSTRACT FROM AUTHOR]

Purpose: The growing uncertainty in the world because of economic factors, political issues, natural disasters, global COVID-19 outbreak and technological advancements, make effective risk management (RM) an essential successful strategy for various industries, especially higher education (HE) industry to overcome uncertainties for success. The purpose of this systematic literature review (SLR) is to present a current overview of RM in HE from 2005 to 2021, with a focus on common risk management practised in HE industry, antecedents towards RM implementation and outcomes of RM. Design/methodology/approach: The publication standard for this SLR was RepOrting Standards for Systematics Evidence Syntheses. Scopus, one of the most prominent scientific databases, was used to select articles. Only articles from the years 2005 to 2021 were studied. This study focussed on RM in the HE industry. Findings: This review identified three main themes: common risk management practised in HE industry, antecedents towards RM implementation and outcomes of RM. An additional ten sub-themes were derived from the three main themes. Originality/value: This paper systematically reviewed developments of RM research in HE from year 2005 to 2021, leads to a clearer understanding of RM issues in HE institutions. The findings allow interested parties to better understand RM and enables top management to create their own personalised list of drivers and implementation policies to respond to risks and uncertainties. [ABSTRACT FROM AUTHOR]

Purpose: This paper gives a comparative analysis of the foundation of sinology in two Canadian universities. Despite not having diplomatic exchanges, Canada's new relationship with the People's Republic of China (PRC) ignited a China interest in the Canadian academe. Through York University and the University of Guelph (U of G)'s experiences, readers will learn the rewards and challenges that sinology brings to Canadian higher education. Design/methodology/approach: This paper offers an overview of the historical foundation of sinology in the Canadian academe. Who pushes through this process? What geopolitical developments triggered young and educated Canadians to learn about China? This paper assesses York and Guelph's process in introducing sinology by relying on university archival resources and personal interviews. Why was York University successful in its mission, which, in turn, made into a comprehensive East Asian Studies degree option in 1971? What obstacles did the U of G face that prohibited it from implementing China Studies successfully? Findings: After 1949, Canada took a friendlier relationship with the PRC than its neighbor in the south. As China–Canada relations unfolded, Canadian witnessed a dramatic state investment in higher education. The 1960s was a decade of unprecedented university expansion. In the process, sinology enjoyed its significant growth, and both York University and the U of G made their full use of this right timing. However, China Studies at the U of G did not take off. Besides its geolocation disadvantage, Guelph's top-down managerial style in the 1960s, which resulted in collegial disillusionment, was also a significant barrier to this program's success. Originality/value: Before the Internet age, universities were the first venues for most Canadians to acquire their initial academic knowledge of China. After the Second World War, sinology became popular among students as China became one of the world's "Big Fives". More Canadians became romanticized with Maoism while opposing America's containment policy. York and Guelph exemplified this trend in Canadian history. Contrary to popular belief, historian Jerome Chen did not establish York's China Studies. Likewise, an ex-US diplomat John Melby did not bring China into Guelph, sinology arrived due to individual scholastic initiatives. Visionaries saw envisioned China's importance in the future world community. [ABSTRACT FROM AUTHOR]

Purpose: This conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people's identity practices in and out of school. Today's young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people's identity practices and everyday life. Design/methodology/approach: Little is known about what identity practices in collapsing contexts means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people's identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators, and others, who support young people as they live and learn through interconnected spaces in and out of school. The conceptual approach of this paper is of importance to better understand how to bridge this gap. Findings: This paper suggests a research approach that extends previous research at the intersection of identity, young people, digital technology by outlining extended ways for thinking about identity in a digital world that can be useful for investigating identity as an existential practice, extending beyond identity representations, in conditions mediated by contemporary digital technologies and in collapsing contexts. What is also included are methodological considerations about researching young people, identity and technology as dynamic research objects, rendering a holistic approach. Research limitations/implications: It is a conceptual paper that addresses identity, digital technology, young people and education as a combined starting point to outline further research. Originality/value: The Guided Tour Technique and Social Media Research is suggested as possible methodologies for holistic and ethically sensitive, empirical research on identity, digital technology, young people and education. [ABSTRACT FROM AUTHOR]

Purpose: The main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations. Design/methodology/approach: This paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020). Findings: The digital age greatly enhances the opportunities and supports the necessity for "making learning a part of life". But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors' framework is focused on moving "beyond gift-wrapping" by not only fixing and existing systems but to change them and not only reforming but transforming them. Originality/value: It is the authors' hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for "Making Learning a Part of Life" in the digital age. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to determine the effect of information and communications technology (ICT) on the provision of social services, as well as the moderating effect of institutional quality on the relationship between ICT and the provision of social services for 31 low-income countries. Design/methodology/approach: This study is based on panel data from World Development Indicators and Worldwide Governance Indicators spanning 1996 to 2020 for 31 low-income countries. To analyze the data, the study uses cross-sectional dependence tests, slope heterogeneity tests, panel unit root tests, panel cointegration tests and cross-sectionally augmented autoregressive distributed lag (CS-ARDL) analysis. Findings: The results overwhelmingly show that ICT has a significant positive effect on the provision of social services in both the short- and long-run. Also, the study reveals that institutional quality has a significant positive impact on the provision of social services in the short- and long-run. The results further provide empirical evidence of the positive and significant moderating effect of institutional quality on the relationship between ICT and the provision of social services. Practical implications: This study points out the significant potential of identifying appropriate scales of ICT infrastructure and institutional quality needed to support the various governments in low-income countries to improve social services delivery mechanisms and outreach efficacy and impact. The study can be invaluable for ICT innovators and policymakers in promoting the provision of social services. Originality/value: To the best of the authors' knowledge, this study represents the first attempt to determine the effect of ICT on the provision of social services, as well as the moderating effect of institutional quality on the relationship between ICT and the provision of social services, especially for low-income countries using CS-ARDL. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to identify the papers published on urban education and analyze the characteristics of these papers to contribute to the urban education research over the recent years. Design/methodology/approach: Researchers generated a comprehensive list of the articles published between 2010 and 2017 in the field of "urban education" by searching the Social Sciences Citation Index database, using the keywords of "urban" and "education." As an additional criterion, all the articles published between 2010 and 2017 in the journals of Urban Education and Education and Urban Society were included. Findings: There are a total of 2,123 publications that were checked and retrieved in the field of "urban education" between 2010 and 2017. Although the number of publications differs year by year, the sum of the citations received the increase from year to year on a regular basis. There are 35 articles that were cited more than h-index, as h-classics in this field for this period and top 10 of these h-classics are reported in this study. Urban Education and Education and Urban Society were revealed as the most prominent journals in the field of urban education. Also, the results show that the most cited articles, the most prolific authors and organizations, and top journals in this field are from the USA. Research limitations/implications: The scope of this study is not extensive enough, and the data obtained are not comprehensive enough. The survey was limited to the keyword of "urban education" in the fields of title, abstract, author keywords and keywords plus. Practical implications: This bibliometric analysis contributes to the literature of urban education through a historical perspective. Results show that the "urban education" field attracts more attention of the researchers and the impacts of these publications are increasing from year to year. Also, there is a prevalence of the USA in the field of urban education. Originality/value: The information presented in this paper provides insight into the development of urban education research over the recent years. The data obtained in this study can be used as a reference for future researchers in urban education. [ABSTRACT FROM AUTHOR]

Purpose: Students' transition from education to employment is influenced by factors like the length and calibre of their education, demography, labour market conditions, and the general state of the economy. Regardless of the economy, education systems should seek to ensure that students have the skills required for the labour market. This will help them better transition from school to work. This study examines the work skills that companies require for entry-level positions in Romania. Need for Study: Previously, text analysis studies treated the job market only for the IT industry in Romania. To understand the demand-side opportunities and restrictions, assessing the employment opportunities for young people in the Romanian labour market is necessary. Methodology: A text mining approach from 842 unstructured data of the existing job positions in October 2022 for fresh graduates or students is used in this chapter. The study uses data from LinkedIn job descriptions in the Romanian job market. The methodology involved is focused on text retrieval, text-pre-processing, word cloud analysis, network analysis, and topic modelling. Findings: The empirical findings revealed that the most common words in job descriptions are experience, team, work, skills, development, knowledge, support, data, business, and software. The correlation network revealed that the most correlated pairs of words are gender–sexual–race–religion–origin–diversity–age–identity–orientation–colour–equal–marital. Practical Implications: This study looked at the job market and used text analytics to extract a space of skill and qualification dimensions from job announcements relevant to the Romanian employment market instead of depending on subjective knowledge. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the impact of generative artificial intelligence (GenAI), particularly ChatGPT, on higher education (HE). The ease with which content can be generated using GenAI has raised concerns across academia regarding its role in academic contexts, particularly regarding summative assessments. This research makes a unique contribution to the literature by examining university student and staff perceptions of current and future issues pertaining to the role of GenAI in universities. Design/methodology/approach: A qualitative method involving five one-to-one semi-structured interviews with four students and a lecturer explored the ethical and practical issues of GenAI text generation in academia. An inductive thematic analysis was chosen as it provided nuanced insights aligned with the study's goals. Findings: Use of GenAI was discussed within the context of a range of topics, including perceptions of academic misconduct, authorial integrity and issues pertaining to university policies. Participants universally defined traditional classifications of academic misconduct but were unable to provide clear definitions where the use of GenAI was included for writing summative assessments. Students showed a more open engagement with GenAI, considering it a tool for overcoming obstacles rather than a means to plagiarise. Educators were generally more cautious and less optimistic about the academic role of GenAI. Lack of clear institutional policies surrounding such tools also contributed to ethical ambiguities. Originality/value: The study highlights diverging perspectives between students and academics, which necessitate a forum for dialogue, ensuring the need to develop clear policies to steer the integration of GenAI in a manner that is beneficial for students and academics. [ABSTRACT FROM AUTHOR]

Purpose: Currently, owing to the influence of rapid globalisation, the issue of international and cross-cultural implementation of cross-cultural relationships is being widely discussed. This is also related to the readiness of graduates for international cooperation. The objective of this qualitative study is to identify and compare the requirements of company representatives from the Czech Republic – the Vysocina Region and Austria (Region Upper Austria) regarding the readiness of graduates to entering the workforce and the intercultural differences between the relevant regions. Design/methodology/approach: A total of 20 Czech and Austrian companies from the relevant regions participated in the research. The results were obtained through in-depth guided interviews and a comparative method. Findings: The qualitative study has theoretical implications in the context of new findings in the field of research. It contributes to the knowledge relating to the preparation of graduates for entering the workforce, and in the context of intercultural development, it extends this knowledge with the identified weaknesses of the mentioned preparation at the level of Czech or Austrian education. Originality/value: The most effective and probable approach to enhance the development of cross-cultural competences in particular appears to be the integration of new techniques and content of education in the form of new subjects in cooperation with academics and practitioners from the particular country. Collaboration with these experts can build students' knowledge and skills from an intercultural environment to the highest degree possible. [ABSTRACT FROM AUTHOR]

Purpose: This chapter addresses the skills shortages in Kosovo's labour market, emphasising the service sector. The labour market economy is very dynamic, and Kosovo, with the youngest population in Europe, also has the highest unemployment level among youths. Therefore, we aim to analyse the mismatches of the skills demand in the labour market. Methodology: The scientific methods used in this chapter are quantitative methods applying analytical and critical approaches based on economic theory. In this chapter, we analysed secondary data from Labour Force Surveys (LFS) and official reports such as the World Bank and UNDP. We have also conducted primary research with the employees of SMEs in the service sector, with specifically related questionnaires for descriptive issues. Findings: The logit model used in this research has shown goodness of fit and yielded significant results. Based on the empirical findings, we have found a need for some main soft skills such as communication skills, language skills, ICT skills, and additional training to help gain employability skills. These findings suggest that there is a need for more skills in the service sector, significantly impacting the employees' job performance and the job seeker's level of employability. Significance: Noticeably, countries that are still in the transition process face inequalities in the labour market and have a very high level of unemployment. The findings can be used in analysing demand-side management of the labour market and mismatching of skills in transition economies by policy makers. [ABSTRACT FROM AUTHOR]

Purpose: This chapter explores the changing global dynamics of employability and the current skill gaps among college students. Employability is defined as the measure of how desirable an individual is in the workforce, that is, their skills and knowledge. This chapter is centred on the students' existing skills, missing skills, and the skill requirements of different industries. Methodology: For this study, both primary and secondary data have been collected. Case studies have been used to analyse the skill gaps among students and industry requirements. Primary data has been collected from Indian students and case studies from other countries. Findings: After conducting primary surveys and analysing case studies, we were able to conclude that there are serious skill gaps among students – especially in industries related to new emerging technologies. Educational institutes are not keeping pace with technological changes, and, in some cases, are not taking care of students' interests. This is a serious problem for unemployed youth around the world. Practical Implications: This chapter will help design the curriculum, addressing core issues of skill shortages in the labour market in developing and underdeveloped countries, decreasing the labour shortage and increasing employment, and helping countries' national income. Significance: This study is important as it addresses the issue of unemployment by providing a clear understanding of the present needs of industries. Educational institutions and the government will be able to design the best curriculum and education policies to provide the youth with all the necessary skills to help them fulfil the needs of industries. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the paper is to identify the causal effect of the COVID-19 induced crisis on students' decisions about their educational plans. The authors hypothesise that students adjusted their decisions by delaying graduation, dropping out or change the field of education because of increased uncertainty about future employment and monetary returns. Design/methodology/approach: The empirical approach is based on a survey done during the first wave of COVID-19 in Slovenia. The probability of dropping out, prolonging or stop-out is designed by applying probit and probit with insturmental variables empirical model. Findings: Primary orientation towards work increases the probability of dropping out and financial constraints increase the probability of prolonging studies. The same holds after accounting for endogeneity. However, the authors do not find that poor job expectations due to COVID-19 affect students' decisions to prolong, drop-out or stop-out. The authors also find that the primary orientation toward work or study explains the differences in the probability of each outcome that is not influenced by enrolment in a particular field of study. Research limitations/implications: The results cannot be read as an objective prediction of the impact of the COVID-19 crisis on college failures. However, the study provides insight into how students' expectations change their intentions to prolong, drop-out, or stop-out during periods of high uncertainty. The extent, to which measured intentions are realised, however, is uncertain. Practical implications: Understanding the response diversity and motives behind students' study decisions represents extremely valuable insights for economic policy. Mapped apprehensions, augmented by heterogeneity in personal and financial characteristics, are relevant for policymakers. In terms of future research, it would be interesting to analyse what changes occurred over a five-year period, specifically which field of study was most affected by students' adjusted plans due to the pandemic. Social implications: Students have always been a special group in the labour market. After the initial shock of closing activities, studying online and the drastic decrease in student work due to COVID-19, the decision was made in spring 2020 to continue on the chosen path or not. This paper provides insight into the changing decision students made about their educational plans. Originality/value: This paper is one of the first to highlight the implications of COVID-19 for the adaptation of student plans in the transition from school-to work in Europe. It departs from the classical literature of college failures, as specific macroeconomic conditions influence students to reconsider their educational decisions. Moreover, the paper also contributes to the rapidly growing literature on the impact of the COVID-19 pandemic on household-level labour market outcomes, particularly with respect to job search and labour supply decisions in general. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to analyze the demand for mobility in higher education to understand the critical elements of students' mobility and the potential impact of accessing sustainable alternatives. The demand for different means of transportation accounts for socioeconomic variables such as household income and size, gender, age, among other travel factors such as distance, time, speed and direct cost. Design/methodology/approach: This research uses a unique data set encompassing a representative sample of households across gender and municipalities in the Monterrey Metropolitan Area in Mexico. This paper uses the value of transportation time savings approach to estimate the derived demand for mobility in higher education across different means. The empirical strategy uses a linear utility framework in a multinomial non-ordered logit model to analyze the conditional selection of transportation as a function of sociodemographics, direct monetary costs and travel determinants such as travel time, distance and speed. Findings: Men students are more likely to use an unsustained transportation mode such as a car or cab than women. Income is a crucial determinant for transportation demand. There is a negative relationship between household income and walking or riding the bus but positive with driving a car. An increase in the time of the trip decreases the probability of walking while increasing the likelihood of using a car or riding the bus to school. Students who feel safe while riding a bus are more likely to use the bus or walk as transportation than using a car. Finally, having access to better quality sidewalks significantly incentive walking over other transportation options. Practical implications: Results show that individuals would almost always choose private vehicles because of the personal comforts and time savings. Social implications: Understanding the demand for higher education and access to sustainable transportation might provide new insights into campus planning and development. Access to public transportation options can reduce the travel costs for students with lower incomes and enlarge options for students who have to commute longer distances by car. Sustainable transportation access plays a role in promoting equality and economic development. Originality/value: This study's results bring new light on how transportation becomes an essential component of the opportunity cost of college education and could define its role in promoting equality or increasing inequality. This study's finding is of particular interest for cities where housing location seems to be independent of access to school, work or other amenities. [ABSTRACT FROM AUTHOR]

Purpose: The education sector acts as an input for every other sector and contributes around 7% to the service industry; hence, it is important to identify, measure and analyze the drivers that impact the delivered service quality. Design/methodology/approach: This paper used different approaches to identify measure and analyze the drivers that impact the service quality. In addition to a thorough literature review, qualitative tools like brainstorming, the focused group technique, and the survey technique have been used. Decision-making tools like the analytic hierarchy process (AHP), and a quantitative tool, one-sample t-test, with the help of MINITAB software, were used to analyze the inputs received from 179 experts. By using the stated approach, the planned research outcomes have been achieved. Findings: Quality of teachers, quality of students, quality of policies, and quality of facilities have been identified as the key drivers that impact quality of education. The paper highlights that the people quality drivers play a significantly important role in the quality of education when compared to the quality of non-people drivers. From the statistical analysis of the hypotheses, it was inferred that the People quality consisting of the quality of a teacher and the quality of students are the two prominent drivers to the Quality of education. This paper demonstrates the importance of the quality of a teacher and its significance to the quality of education. The recommendations made might be considered for the implementation, which can improve the quality of education in the country. Research limitations/implications: This paper is focused on the data collected from the experts in the top-ranked management institutes only. The data from the experts from undergraduate institutions and other management institutes could have added more value. Practical implications: In the paper, the drivers were identified and further analyzed to suggest that teacher quality is a dominant driver of education quality. The findings also suggest that there should be a high focus on having a great quality teacher as compared to the facilities. The weights identified will enable the researcher to arrive at the overall quality scores of any Institute. As a part of the process, the user just needs to collect the ratings from the end customers (the parents of the students) against each driver, and the institute level scores can be derived. These scores can then be used by the Institute's management to analyze the results and improve upon the weak areas to improve the delivered service quality in the education sector. Originality/value: A holistic approach to exploring major drivers that impact the quality of education is a new approach. Moreover, using different tools like AHP, hypothesis testing, t-test, using the coefficient of variation in a single paper has not been attempted before. The revalidations of accepted hypotheses with respondents is also a new approach. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate how an Urban Facilities Management (Urban FM) focused summer school in Norway in 2019 impacted knowledge creation, as well as the host and foreign educators, along with the international student participants. Design/methodology/approach: This paper's data collection is formed as a "post-event study" using interviews and a quantitative survey from both the students and educators to look at the impact of the summer school on the student and the associated educational programs. Findings: The outcomes of this study indicate that the impact on educators and their educational programs was substantial with regard to their teaching experiences. The study confirmed that foreign experience allowed not just for greater potential for cross institution cooperation for the future but also allowed for the usage of the summer school case studies in host and guest educational programs. For the students, the added value was in the international experience primarily and a chance to study on a case study project. The study was also successful in the dissemination of Urban FM knowledge. Originality/value: This paper also offers added theoretical value in the development of a model in future projects on how to capitalize on the potential impact of the summer school on educators and students. The possibilities for increased dissemination and knowledge creation in Urban FM is also significant. [ABSTRACT FROM AUTHOR]

Purpose: The research paper investigated the intentions of superannuated persons toward the post-retirement work. This study aims to examine the role of attitude, job satisfaction and education in post-retirement work intensions. Design/methodology/approach: A questionnaire was administered for collecting the data. It was submitted to the 300 government retirees. Data was analyzed by using Process macro. Intention toward work was used as an outcome variable. Attitude as a predictor variable, job satisfaction as a mediator and education as a moderator variable were used. The impact of attitude on intentions toward work was examined through job satisfaction and education. Findings: The findings of the research showed the significance of experimented model. Therefore, the positive effect of attitude in determining the intentions has been proved and the effect of mediator-moderator was also significant. Originality/value: The study is related to retired persons only and suggested that the level of education plays a major role in determining work intentions after retirement. This study addressed a research gap about how the interaction of job satisfaction and education affects the association among attitude and work intentions of superannuated persons. [ABSTRACT FROM AUTHOR]

Purpose: In several existing studies of Information Encountering (IE), a recurring sub-phenomenon of serendipity arises that indicates the potential for certain unexpected encounters with information to be transformative. The author labels this sub-phenomenon Transformative Information Encountering (TIE), deriving its definition from an application of Transformative Education (TE) theory to existing understandings of IE. This paper aims to discuss the potential for librarians and archivists to promote TIE through everyday practices. Design/methodology/approach: After defining and identifying TIE in existing studies of IE, this article will put models of IE in conversation with theories of TE and propose ways in which TIE may arise in the everyday work of librarians and archivists. Findings: In TE theory, there are three phases of the process of critical premise reflection that may be especially relevant to the work of libraries and archives. These are a disorienting dilemma (phase 1); recognition that the process of transformation is shared (phase 4); and acquiring knowledge and skills (phase 7). Each of these aligns with aspects of IE models. Practical implications: Understanding how TIE might inform everyday Library and Information Science (LIS) work may increase the positive impact cultural institutions have on the communities they serve. Originality/value: While several IE studies have suggested the existence of TIE as a sub-phenomenon, none thus far have attempted to define it or apply an understanding of it to LIS work. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics. Design/methodology/approach: This study adapts the concept of using an assessment model in a bespoke application of Sulitest® and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019. Findings: This study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness. Originality/value: The SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering). [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore youth graduate unemployment and unemployability as a development problem in South Africa. Design/methodology/approach: This exploratory study applied a qualitative research method to elicit the perspectives of youth graduates regarding their unemployment and unemployability. A total of 30 face-to-face semi-structured interviews were conducted with unemployed youth who recently graduated from five South African universities. Findings: The results indicate that, as youth graduate unemployment increases in South Africa, graduates become hopeless in terms of securing employment. The participants attributed their unemployment to multidimensional factors that include limited demand in the labour market, skills mismatch and lack of work experience. Research limitations/implications: This research exclusively focused on graduates from five South African universities; hence, the results of this small qualitative study cannot be generalised to the entire South African population. However, this paper offers important insights that may form the foundation for a nationwide study on a related topic. Originality/value: This paper presents important insights that influence policy makers, government and other relevant stakeholders to develop alternative solutions to youth graduate unemployment. This paper recommends that government should play a critical role in bridging the gap between higher education and industry in order to address youth graduate unemployment. It also calls for a more cooperative effort between government, higher learning institutions and employers in order to create job opportunities for youth graduates in South Africa. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to introduce the current state of education in the field of social enterprise in Slovakia and its support, share the experience of social entrepreneurship education providers and formulate recommendations for the development of human resources in the context of supporting social enterprise. Design/methodology/approach: This paper is presented as a case study. It is based on the initial experience of education providers in the field of social entrepreneurship in Slovakia, as the concept of integrating social entrepreneurship into education in Slovak conditions is currently in the phase of gradual establishment. Findings: One of the biggest barriers of the development of education is insufficient awareness and overall promotion of social enterprise in Slovakia. The general public lacks awareness on the topic of social enterprise and a general platform on social enterprise, which would provide information on the possibilities of formal and non-formal education, is missing. Research limitations/implications: The findings of this paper are based on the limited experience of social entrepreneurship education providers, as the systematic concept of integrating social entrepreneurship into education in Slovak conditions is currently in the phase of gradual establishment. Originality/value: To the best of the authors' knowledge, this is the first study, which provides an overview of the present situation of education in the field of social enterprise from the perspective of the experience of the addressed organizations, their opinions and perception. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review and critically evaluate UK psychiatry national recruitment process for 2021, which was re-structured following the COVID-19 pandemic. Additionally, this paper aims to review the empirical evidence of the selection methodologies in psychiatry recruitment. Design/methodology/approach: The UK national psychiatry recruitment process is discussed, with a focus on the changes made to recruitment in 2021. The advantages and disadvantages of different selection methodologies are explored, with an emphasis on evaluating the validity, acceptability and reliability of different recruitment selection methodologies. The potential impact of the changes to psychiatry recruitment are explored. Findings: The decision of the National Recruitment Office to remove certain selection methods for recruitment in 2021 may have limited their ability to choose the best candidate for the training place and be fair to the applicant. Overall, there is a lack of research into the validity of the selection methods used in psychiatry recruitment. A framework for outcome criteria relevant to psychiatry recruitment should be developed, which would allow research into selection methods and guide the NRO to examine the evidence base effectively. Originality/value: This paper examined the recruitment methods used to choose doctors for psychiatry training in the UK, demonstrating that the empirical evidence base for psychiatry recruitment is limited. This paper can contribute to our understanding of selection methodologies used in psychiatry recruitment and highlights the value of different recruitment approaches for choosing the best psychiatrists of the future. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate whether the conventional approach to estimating the private and social rates of return to education generates reliable findings when used in economies with chronically depressed labour markets. Design/methodology/approach: Conventional techniques (the Mincer earnings function and the discounting method) are used to provide initial estimates of the private and social returns to education in Kosovo. However, this study argues that in countries with chronically depressed labour markets, such as in Kosovo, the conventional approach is likely to significantly underestimate the private and social returns from achieving a higher level of educational attainment. This study extends the estimation approach to take into account the greater probability of more highly educated Kosovars being: employed, employed in the formal and public sectors and having longer job tenure. Findings: The extended approach to estimating rates of return to schooling generates higher private and social rates of return to education than the conventional approach. Moreover, in contrast to the findings of the conventional approach, the revised approach suggests that private and social rates of return are highest from completion of upper secondary and tertiary education. Research limitations/implications: The results indicate that if governments in economies with chronically depressed labour markets decide upon their educational priorities based on unadjusted rates of return, then resources may be misallocated. Originality/value: The analysis presented in this paper suggests that conventional approaches to estimating private and social rates of return to education are not suitable for use in economies with chronically depressed labour markets. In addition, the paper provides the first comprehensive analysis of the rates of return to education in Kosovo. These results are used to provide a critique of the Kosovo Government's recent educational priorities. [ABSTRACT FROM AUTHOR]