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Purpose: The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required. Design/methodology/approach: The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia. Findings: There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage. Research limitations/implications: The research did not include empirical survey work and suggests that this needs to be carried out urgently. Practical implications: The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers. Social implications: It argues for a recognition of the importance of the VET sector beyond its function of serving industry. Originality/value: It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages. [ABSTRACT FROM AUTHOR]

Purpose: This case study is based on the Women in Agri-Tech programme, a teacher professional development programme that aimed to build teachers' capabilities to use Agri-Tech in their agriculture/STEM classes to increase student awareness of agriculture technology and its associated career paths. Teachers and agriculture industry partners co-created Agri-Tech modules, which were implemented and evaluated from teachers' and students' perspectives. This paper demonstrates how work-related learning that emphasises technology can increase the visibility of career pathways and how multi-stakeholder benefits can evolve from teacher–industry partnerships. Design/methodology/approach: An action research design using quantitative and qualitative methods was used to construct this case study. Data collection methods included surveys, interviews, peer evaluation and teacher reflections. Findings: Teacher professional development that incorporates teacher-industry partnerships can increase teachers' self-efficacy and build confidence to support authentic work-related learning in their classes. Integrating technology into agriculture/STEM classes can increase the visibility of agriculture career paths for students, which is critical given the serious skills shortage in this sector. Research limitations/implications: This study is limited in that the Women in Agri-Tech professional development programme was one standalone programme tailored specifically for women agriculture/STEM teachers through a competitive process. However, the beneficial implications of such programmes that support teacher–industry engagement have far-reaching benefits. Teacher professional development programmes that provide opportunities to partner with industry can support improvements in integrating career-aligned learning into the curriculum and can specifically address industry skills and knowledge gaps by addressing school-based learning requirements for the future workforce. Originality/value: This paper contributes to the literature on education–industry partnerships and considers how teachers can contribute to an early intervention sector workforce development strategy for future industry sustainability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ). Design/methodology/approach: The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education. Findings: Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates. Originality/value: Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ. [ABSTRACT FROM AUTHOR]

Purpose: The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented. Design/methodology/approach: This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences. Findings: An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the "crisis" are assessed, including the role of national campaigns and professional bodies. Research limitations/implications: The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity. Practical implications: Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. The power of research to enlighten and inform is one of several conclusions proposed. Social implications: Addressing the factors that corrode staff professionalism and increase teacher attrition is an essential component of a wider discourse to improve the desirability of an FET career. Issues of status and esteem are interwoven in this analysis, as are the implications of not recruiting talented teachers and assessors. This includes staff well-being – a rare topic in FET journal papers – as well as organisational culture and importance of the FET mission, which is considered to be embedded in an ethic of public service. This mission is linked via the Augur Report to the sector's transformational properties to raise social mobility. Originality/value: There is no precedent for this paper. It is the first article that has provided a comprehensive examination of teacher recruitment and retention issues affecting the whole FET sector in England. Whilst its comparative analysis builds on the Education and Training Foundation (2022) earlier report, it uniquely draws on other contemporary research that triangulates and discusses these findings, including setting out a new agenda for change and future research. In doing so, new issues are introduced for discussion including professional status and staff well-being. [ABSTRACT FROM AUTHOR]

Purpose: This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment. Design/methodology/approach: Through an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET. Findings: Our analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity. Practical implications: We seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations. Originality/value: The application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts. [ABSTRACT FROM AUTHOR]

Purpose: The goal of the current paper is to explore how induction of STs in VET schools can be improved by embedding induction in the broader human resources management (HRM) system. To this end, we will present and discuss the theoretical underpinning and the quantitative and qualitative outcomes of an online reflection instrument "Startwijzer," developed in the Netherlands and which is based on literature on induction on one hand and on HRM literature on the other. In doing so the paper aims to contribute to induction theory and to formulate suggestions as to how provide STs with a smooth landing. Design/methodology/approach: In the period 2018–2023, the Startwijzer was filled out by starting teachers (STs), their coaches, HRM officers, team leaders and managers working in various VET schools. Descriptive analyses were done on respondents" (n = 629) scores on 13 indicators, with a three-point-Likert-scale (where 1 = "in order", 2 = "doubt" and 3 = "in order") in SPSS. Also differences among stakeholders were examined. Respondents' explanations of their scores were analyzed thematically, within and across indicators, to reach a deeper understanding of how STs can be provided a smooth landing. Findings: With AMO-theory of performance (Appelbaum et al., 2001) – stating that performance is a function of: abilities (A); motivation (M) and opportunities offered to exert expertise (O) – as conceptual model, 13 indicators relevant for effective induction were distinguished. (A): Timely Recruitment; Lesson Observations; Individual Coaching; Personal Development Plan; Reflection on Teaching Practice; Development of Professional Identity; (M): Exchange of Mutual Expectancies; Distinction among Performance Assessment and Guidance; Differentiation among STs; (O) Provision of Practical Information; Enculturation; Appointment of Coaches; Workload reduction. Respondents were generally very positive about the help and care provided informally by colleagues but less satisfied with the formal procedures. Originality/value: The paper bridges the literature on induction and that of human resources management (HRM). While the positive impact of HRM on employee outcomes such as performance, commitment and well-being has been attested by numerous studies (e.g. Combs et al., 2006), it is only recently that the potential benefits of HRM for teachers have been acknowledged (e.g. Runhaar, 2017). The theoretical elaboration as well as the empirical evidence discussed in the current paper suggest that unless induction activities are embedded in school HRM policy, STs already start their careers 1–0 down and it might be difficult for them to catch up. [ABSTRACT FROM AUTHOR]

This document discusses the challenges faced by vocational and technical education (VET) sectors in various countries, including the UK, Australia, Germany, Chile, Sweden, Canada, New Zealand, Singapore, and Finland, in recruiting and retaining teachers. Factors such as heavy workloads, stagnant wages, limited professional development opportunities, and unclear career progression pathways contribute to these challenges. The lack of support and remission for professional growth and development, as well as the absence of transparent career advancement routes, further hinder teacher retention. The document suggests strategies such as reducing workload pressures, investing in professional development, and creating clear career progression pathways to address these issues and improve teacher morale, stability, and educational outcomes. [Extracted from the article]

Purpose: This research aims to understand employers' views and preferences on the assessment of holistic competencies (HCs) in graduates, a topic with existing gaps in literature. With the disparities between higher education practices and employer expectations concerning HC assessment, the study focuses on what employers wish to see in graduates' resumes. As resumes play a pivotal role in recruitment, influencing who gets shortlisted, this research seeks to discern how graduates can optimally make a good first impression. In essence, the study endeavours to enhance knowledge on employers' inferences about a candidate's HCs and employability skills based on resume content. Design/methodology/approach: A comprehensive 12-item survey was devised to collect employers' perceptions and expectations of holistic competencies (HCs) assessment. The survey was informed by a synthesis of discussions with employers, teachers and a critical review paper. It aimed to understand employers' HC assessment expectations and bridge the teachers' understanding gap of students' HC achievements. Questions included demographic data, and specifics about employers' perceptions of graduates' resumes. The survey was hosted on Qualtrics and disseminated via the authors' networks, social media and university departments in Hong Kong, with responses gathered from April to June 2021. Findings: This study reveals that employers value holistic competencies (HCs), especially those developed through work placements and extracurricular activities, as indicators of job readiness in graduates. It is imperative for students to highlight these competencies in their resumes, potentially also demonstrating them through digital portfolios. The research underscores the need for higher education institutions to systematically document and report students' HC attainments. They can support students by informing them about employer expectations, offering writing workshops and resume samples. Integrating experience-based opportunities into the curriculum can also enhance HC development, preparing students for job market competitiveness and readiness. Research limitations/implications: The research limitations include the lack of a widely accepted, standardized method to document and evidence students' holistic competencies (HCs). The implications, however, stress the necessity for students to effectively communicate their HCs to employers, requiring awareness of expectations and adaptability to evolving technologies. Educators and higher education institutions must provide resources and opportunities to students to develop, demonstrate and document these HCs. In the absence of a standardised method for HC reporting, alternative solutions like e-portfolios and platforms like YOCLE can help students gather feedback and present evidence of competencies to prospective employers. Practical implications: The study's practical implications revolve around enhancing job readiness in graduates. Universities need to bolster their support, helping students understand employer expectations, offering writing workshops, resume templates and resources. Incorporation of platforms like YOCLE can help gather and retain evaluations, while promoting internships and extracurricular activities enhances HC development. Graduates must include work experiences, HC achievements and extracurricular activities in their resumes, even exploring digital portfolios for broader evidence presentation. They should also prepare for digital interactions like Zoom calls or video resumes, adapting to the technological advancements propelled by recent global disruptions. Originality/value: This research provides original insights into employer preferences regarding job candidates' holistic competencies (HCs) in resumes, an area not deeply explored in past literature. Focusing on how resumes can best demonstrate HC attainments, it offers practical guidance for higher education institutions preparing students for the job market. Although the study's scope is limited by geographical and industry-specific sampling, it provides a foundational understanding of employers' recruitment expectations influenced by resumes. Its value lies in its potential to spur further research into varying contexts and industries, leading to broader implications for graduate employability and resume building practices worldwide. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to evaluate the effectiveness of a career management program embedded within a business module, with a specific focus on enhancing the employability of students. Design/methodology/approach: The study involved five one-hour workshops based on the DOTS model, covering aspects like resume writing and professional communication. Surveys, using a structured questionnaire and a Likert scale, measured participants' perceived employability. The pre-survey included demographic details, while the post-survey evaluated the effectiveness of the Career development learning workshop. Incentives and QR codes were employed to boost participation, and data were collected at the semester's start and end, with responses linked through students' phone numbers. Findings: The results confirmed a positive connection between the perceived effectiveness of skill programs and students' employability. Integration of career management into the curriculum cultivates a heightened professional mindset and boosts employability. Validation through a paired-samples t-test demonstrates a substantial increase in perceived employability after program participation, affirming the program's role in fostering psychosocial empowerment and elevating students' confidence in job seeking. Originality/value: This pioneering research integrates a career management program into a business module, addressing employability challenges in Industry 4.0. It provides empirical evidence of the program's positive impact on students' perceived employability. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the effects of four types of cyber entrepreneurship courses on entrepreneurial self-efficacy (ESE) and intention. It is based on Social Cognitive Theory and Regulatory Focus Theory, which takes Chinese college students as the research objects. Design/methodology/approach: Approximately 101 senior business school students who had participated in all cyber entrepreneurship courses were selected to complete the horizontal analysis. Approximately 317 students from different grades who had participated in different cyber entrepreneurship courses were selected for the multi-group analysis (MGA) for the longitudinal comparison. Findings: The results show that different cyber entrepreneurship courses may trigger Chinese students' positive or defensive mechanisms for cyber entrepreneurship and affect their ESE and intentions. The impact of cyber entrepreneurship theoretical courses on Chinese students' entrepreneurial intentions is not significant, and self-efficacy has no mediating effect between cyber entrepreneurial theory courses and intentions. Originality/value: This study helps teachers and policymakers to better understand the impacts of cyber entrepreneurship courses and to adopt proper teaching contents and methods for diversity goals. It also has reference value in theoretical and practical perspectives. [ABSTRACT FROM AUTHOR]

Purpose: The study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master's in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships. Design/methodology/approach: About 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents. Findings: Students viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students. Practical implications: The study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study. Originality/value: The themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper. [ABSTRACT FROM AUTHOR]

Purpose: Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna. Design/methodology/approach: Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis. Findings: Findings reveal that these "voluntary" placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development. Originality/value: Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services. [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: To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students. Design/methodology/approach: The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data. Findings: This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication. Practical implications: As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication. Originality/value: This case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students' development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting. [ABSTRACT FROM AUTHOR]

Purpose: This paper addresses the relevance of job search methods and strategies in determining vertical mismatch and the risk of underusing skills or knowledge in first jobs amongst graduates from bachelor's and master's programmes in Spain. Support from universities (via internships and career services) is compared to support from public institutions and informal strategies. Design/methodology/approach: The authors use the 2019 University Graduate Job Placement Survey. The dependent variables are estimated with a bivariate probit model with sample selection on a subsample of graduates who were not working at graduation. Findings: Internships and university career employment offices significantly improve the quality of first job matches. Job banks and public examinations also contribute to finding well-matched first positions, while for public employment services, results are mixed. When the job search is not supported by institutions, graduates generally do worse finding their first jobs, particularly when temporary employment agencies are involved. There are also large differences in mismatch risks across fields of study. Practical implications: If more graduates found their first jobs through internships and university job placement services, educational mismatch rates would decrease substantially. Further collaboration between universities and employers for the provision of high-quality internships may foster their conversion into regular, well-matched jobs. Industrial policies addressed to knowledge-based economic activities would enhance the creation of highly skilled positions. Further orientation towards STEM degrees is required to improve imbalances between supply and demand for graduate labour in Spain. Originality/value: Evidence about education mismatch among master's degree graduates is very scarce. This paper compares them to bachelor's degree graduates. It addresses two complementary types of education mismatch and takes into account potential self-selection into post-graduation job search. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not. Design/methodology/approach: The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting. Findings: The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM. Originality/value: The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE. [ABSTRACT FROM AUTHOR]

Purpose: Indian government initiated several skill development policies and different types of vocational education and training (VET). Yet the participation in skill education is low because of poor labour market outcomes. This paper aims to calculate returns to skill education to understand the type of training that will have better labour market outcomes. Design/methodology/approach: In this paper nationally representative data from the periodic labour force survey (PLFS), collected by the national sample survey office for 2017–2018, are used to estimate the returns to formal and non-formal VET obtained (after different levels of general education) with the help of Heckman's two-stage method. Findings: Nearly 8% of the working-age population has received some form of VET (mostly non-formal), generating poor returns. For the overall population, formal on-job training (OJT) and full-time VET influence wage positively and significantly. Full-time VET obtained after secondary and below levels of education generates positive returns, whereas part-time VET is profitable only to those without formal education. At the graduate level, technical education obtained along with VET is associated with better wages. Originality/value: In India where a considerable proportion of the workforce is employed in the informal sector, different types of skill training like full-time, part-time and OJT influence labour market outcomes. This finding has policy implication for countries with large informal sector and calls for further research in such countries. [ABSTRACT FROM AUTHOR]

Purpose: Firstly, this study diagnosed professional competence amongst Chinese vocational students within a broad range of the manufacturing sectors; then, the authors examined how different types of P-E fit (job, organisation and vocation) and internship quality jointly shape the newly acquired professional competences of interns. Design/methodology/approach: This study utilised the COMET methodology to conduct a large-scale assessment of professional competence amongst 961 graduates from vocational colleges who had successfully completed internships. Participants actively engaged in the data collection process by responding to questionnaires that sought contextual information concurrently. Findings: The majority of students have attained fundamental functional competencies, indicating their fulfillment of basic requirements. However, there is a tendency to overlook the cultivation of shaping competence. Three types of P-E fit and task characteristics are positively correlated with professional competence. The indirect relationship between P-E fit and professional competence mediated by task characteristics was verified through P-V fit and P-J fit except for P-O fit. Overall, the model explains 39.2% of the variance in professional competence. Originality/value: "How to promote professional competence" has been highlighted as an important topic in vocational education. This paper contributes to identify the characteristics of a quality internship program for vocational colleges and firms. These insights are important in considering a student-centred approach, design internships programmes that better fit their own abilities, needs and vocations, avoiding a one-size-fits-all approach to implement internships and thus, enhance students' professional development. [ABSTRACT FROM AUTHOR]

Purpose: The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain. Design/methodology/approach: A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures. Findings: Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators' burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy. Originality/value: This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to determine the competency characteristics required for the employment of master's degree students in educational technology. Design/methodology/approach: A combined qualitative and quantitative method was used to consult multiple experts through a modified Delphi method. Competency characteristics were extracted from Chinese recruitment apps, national recruitment websites and university training programs. Ten senior teacher experts who teach educational technology master's students were consulted through a questionnaire consultation to validate the proposed competency model. The weights of competency characteristics were determined through a combination of the analytic hierarchy process and entropy method. Findings: The results show that when recruiting educational technology master's students, more emphasis is placed on operational skills. The majority of companies tend to assess practical abilities rather than theoretical knowledge. Relevant knowledge of educational technology, psychology, computer science and education is considered to be the basic knowledge components of educational technology master's students, while professional skills are the core skills required for their positions. Therefore, universities need to focus on training, educational technology graduate students in these areas of competence. The study also found that professional qualities (such as physical and mental fitness) and personality traits (interpersonal communication and interaction) receive more attention from companies and are essential competencies for educational technology master's students. Originality/value: A competence model for educational technology master's students is proposed, which includes aspects such as knowledge, personal skills/abilities, professional qualities and personality traits. The competence elements included in this model can serve as reference indicators for universities to cultivate the competence of educational technology master's students, as well as reference points for recruiting units to help them select talents. This represents a new dimension in research related to the employment of educational technology master's students. The study enriches the research objects and competence dictionary in the field of competence research. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this work is to evaluate the effectiveness of a training programme for developing employability skills, including digital competency and soft skills (problem-solving, teamwork, adaptability, leadership, decision-making and creativity), in professional-training programmes. Design/methodology/approach: It presents a case study where students from a professional training centre were evaluated twice, before and after doing the programme. The results from both were compared to determine whether there have been improvements. We also analysed whether there were differences by gender in the pretest and the posttest. Findings: We observed that most of the students improved in both digital competency and in soft skills after completing the programme. In the case of digital competency, greater improvement was apparent in the areas of collaboration and communication and in digital content creation. Similar results were found for all competencies in the case of soft skills. Originality/value: This learning programme had a positive impact on the competency development of professional-training students. Continuous training and advice for teachers and personalized monitoring during the implementation of this programme resulted in an apparent improvement in students' employability skills. [ABSTRACT FROM AUTHOR]

Purpose: Nowadays, the breakout of the COVID-19 pandemic has caused an important change in teaching models. The emotional experience of this change has an important impact on online teaching. This paper aims to explore its time evolution characteristics and provide reference for the development of online teaching in the post epidemic era. Design/methodology/approach: The article firstly crawls the online teaching-related comment text data on Zhihu platform and performs emotional calculation to obtain a one-dimensional time series of daily average emotional values. Then, by using non-linear time-series analysis, this paper reconstructs the daily average emotion value time series in high-dimensional phase space, calculates the maximum Lyapunov exponent and correlation dimension and finally, explores the feature patterns through recurrence plot and recurrence quantification analysis. Findings: It was found that the sequence has typical non-linear chaotic characteristics; its correlation dimension indicates that it contains obvious fractal characteristics; the public emotional evolution shows a cyclical rise and fall. By text mining and temporal evolution analysis, this paper explores the evolution law over chronically of the daily average emotion value time series, provides feasible strategies to improve students' online learning experience and quality and continuously optimizes this new teaching model in the era of pandemic. Originality/value: Based on social knowledge sharing platform of Q&A, this paper models and analyzes users interaction data under online teaching-related topics. This paper explores the evolution law over a long time period of the daily average emotion value time series using text mining and temporal evolution analysis. It then offers workable solutions to enhance the quality and experience of students' online learning, and it continuously improves this new teaching model in the age of pandemics. [ABSTRACT FROM AUTHOR]

Purpose: In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP) method and showcase how it can be applied in entrepreneurship education. To this end, this paper presents a learning innovation in which DP improves entrepreneurial competencies. Design/methodology/approach: The paper describes an entrepreneurship training in which participants, over a seven-week period, learn about DP and use this approach to develop an aspect of an entrepreneurial competency of their choosing. Findings: Evaluations show that participants find both short- and long-term gains in their competency development, and value having learnt a competency development method as well. Practical implications: The presented format is designed in accordance with the DP principles as originally described in the literature on expert performance, and shows that DP can be applied in the context of entrepreneurial competency development at lower levels of proficiency. Entrepreneurship educators interested in competency development can consider to adopt (aspects of) the described approach. Originality/value: The format applies DP principles as described in the literature on expert performance. The value lies in the short- and long term effects of the training. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the status of university accelerators (UAs) in Australia, expanding a similar paper on related entrepreneurship education (EE) in 2019. The aim is to review neoteric global best practice UA, aligning context and specific inference to the impact of UAs in Australia. Design/methodology/approach: The authors introduce an iterative and emergent inquiry into multi-method research, including a quantitative examination of Australian UAs, Leximancer algorithmic analyses of entrepreneurial strategic intent and narratives from best practice applications. Findings: The paper highlights the sparse and inconsistent distribution across UAs in Australia, further characterized by significant symbolic motives of operation. Furthermore, the integration of EE evidenced on global UA is not as evident in Australia, highlighting outcomes more specific to the success of nascent (student) startups as opposed to educational outcomes. Research limitations/implications: Limitations include the availability and accuracy of online documents and data, although implications have been mitigated using multi-method research design. Practical implications: Despite the provision of critical grounding for practitioners and researchers in developing UAs, further research is recommended regarding the efficacy and impact of these accelerators. Originality/value: This study is the first multi-methods emergent inquiry into UAs in Australia, coupled with integration of EE. The authors provide guidelines and inferences for researchers, educators, policymakers and practitioners alike as they seek to explore and act upon the impact of UAs. [ABSTRACT FROM AUTHOR]

Purpose: This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme. Design/methodology/approach: By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers. Findings: In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness. Research limitations/implications: Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship. Practical implications: Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking. Originality/value: This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work). Design/methodology/approach: Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque). Findings: After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were "hired" based on their mock interviews, with 12% (n = 4) offered employer connections after graduation. Originality/value: This is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research. [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: Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the "Cybergogy" paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe. Design/methodology/approach: A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls. Findings: Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully. Practical implications: This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review. Originality/value: This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously. [ABSTRACT FROM AUTHOR]

Purpose: In the current period quality assurance (QA) and technical vocational education and training (TVET) are known as the two comprehensively examined ideas in schooling, dependent on exceptional abilities in this modern era of Industrial Revolution (IR) 4.0. The incapability or need for QA of technology-oriented programs has been dissected by policy makers as a hindrance in accomplishing the TVET objectives. Consequently, the reason for this exploration paper was to contemplate over the impact and association of QA on TVET programs and level of preparedness of TVET teachers for the market of IR 4.0 in Pakistan. Design/methodology/approach: In this study a quantitative research method with survey-based research has been used whereas, two research questions and hypotheses were structured and explained to lead the study. The research sample was 475 TVET teachers having technical competence for Pakistan using the random sampling technique. The instrument was an adapted questionnaire using five Likert scales. Moreover, mean and standard deviation was utilized while one-way ANOVA and Pearson correlation was used to test the hypothesis. Findings: The findings of this study uncovered that there is no significant impact of QA of TVET programs to fulfill the need of IR 4.0 in Pakistan. But there is strong and positive association between QA of TVET programs as per the demand of IR 4.0 and level of preparedness of teachers toward it. The study suggested that in order to meet the labor market's requirements according to IR 4.0, future employment demand could be met by assuring their TVET programmers' QA and putting them into practice in accordance with the indicators and the TVET framework suggested in literature and by United Nations Educational, Scientific and Cultural Organization (UNESCO), which is widely accepted. The findings will also help to detect current trends in teaching, providing important insights in terms of QA and the focus of digitalization in TVET education. Practical implications: The implication of this study is that in order to influence TVET's technological development, employment and national development, policy makers, TVET principals, coordinators and teachers must work on important aspects of their access that are very important on inclusion, financing and quality – the assurance of standards, as it meets the needs of the country according to the IR 4.0 labor market. Originality/value: This is one of the unique studies of its nature which has focused on the QA on TVET programs for the digital employment market of IR 4.0 in Pakistan and South Asia. [ABSTRACT FROM AUTHOR]

Purpose: This paper explores how education and training systems can support a digitally-enabled workforce for the Australian manufacturing sector. Design/methodology/approach: The study is based on interviews with 17 sector-level manufacturing stakeholders from industry, government and education/training organisations. Semi-structured interviews were conducted to gain an in-depth understanding of how education and training systems currently support a digitally-enabled manufacturing workforce as well as opportunities for alternative configurations or developments. Findings: Analysis revealed three themes reflecting core dimensions of a supportive education and training system: partnerships, pedagogy and prospects. Cooperative, integrated and sustained partnerships are needed between vocational education and training (VET) institutions, universities, government, industry, high schools and private training providers. Pedagogy emphasises the vital importance of infusing curriculum with digital and technology skills and capabilities, alongside innovative and experiential delivery modes including simulated environments, online learning, on-the-job training, flexible delivery and micro-credentials. Prospects reflects the need for forward-looking assessment and planning to respond to industry trends and develop associated qualifications, skills and investments required to meet future industry needs. Originality/value: With growing demand for digitally-enabled skills to support manufacturing, an industry which is acknowledged as critical for economic prosperity and national sovereignty, the findings contribute novel insights into current limitations and future opportunities to bridge the gap between skills shortages in the manufacturing industry, and education and training systems that deliver graduate readiness and a digitally-enabled workforce. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government. Design/methodology/approach: The research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners. Findings: The research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures. Research limitations/implications: The paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions. Originality/value: Through the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people. [ABSTRACT FROM AUTHOR]

Purpose: This paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders. Design/methodology/approach: The authors consider existing literature as "words to think with" (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994). Findings: The paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability. Research limitations/implications: The paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, "due to its longitudinal nature ... [and] because cultural beliefs are ... difficult to manipulate experimentally" (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated. Practical implications: Universities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness. Social implications: Strategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leadership positions to be/come change agents move beyond what Cockburn (1989, p. 218) defines as supporting a short-term agenda of "equality for individual women ... [to supporting a] project of transformation for organizations". Originality/value: The novel contribution of this paper is the feminist conceptualisation that gender equity practices, most notably a composite of gender equity quotas and professional development, are located within universities' remit to support graduate employability. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present a new professional development framework (EntreCompEdu) that identifies the competencies educators need to promote entrepreneurial education in primary, secondary and vocational settings. Design/methodology/approach: This conceptual paper explores the relationships between the framework's various constructs to articulate its rationale and value. Its design was informed by literature review and critical feedback from an advisory group of European and national policymakers, university staff, teachers and education consultants. It is currently in a pilot stage. Findings: The paper proposes a new model in the field resting on six pedagogical principles. These are translated into five areas of competence: entrepreneurial knowledge and understanding, planning and organization, teaching and training, assessment, and professional learning. Research limitations/implications: This paper only describes the conceptual thinking and contents of EntreCompEdu based on a limited literature review. Empirical research is necessary to assess the impact of EntreCompEdu on teaching. There are implications for building a network to support educators' professional development. Practical implications: EntreCompEdu and its training materials offer educators structure and guidance to develop their competences. These are available in open access format, via https://www.entrecompedu.eu. Participants will have access to a bank of effective teaching practices and support network across Europe. Social implications: Collaboration is essential to effective entrepreneurial education, with EntreCompEdu facilitating a support network across Europe. Originality/value: EntreCompEdu is an original response to a policy problem, namely the need for a professional development framework to support the implementation of EntreComp. It is timely given calls to pay further attention to teachers' professional development and widen the appeal of entrepreneurial education. [ABSTRACT FROM AUTHOR]

Purpose: This paper provides a general review related to a wider project, aimed at developing a mobile game-based app on Education for Sustainable Development within a smart learning city environment. It aims to address guidelines for a new action-oriented transformative pedagogy that is essential for the development of key competencies for sustainable development based on literature review and on the exploration of a previously created mobile game-based app – the EduPARK app. Design/methodology/approach: This work gives continuity to the developed work, through a qualitative interpretive methodology of case study. Its main objective is to analyze the opinion of Higher Education students, who have experienced the EduPARK app, in what concerns the impact of the educational strategy into: (1) learning value, (2) authentic learning, (3) lifelong learning, and (4) conservation and sustainable habits. Data collection instruments involve students' reflections triangulated to a questionnaire. Findings: The study finds that the potential for promoting conservation and sustainable habits is widely recognized by app users, although they mention that this aspect can be further explored. This legitimates the relevance of the new mission – EduCITY, which focuses on enhancing sustainability key skills of citizens who participate in extension game-based activities on strategic paths in the city. Originality/value: This paper comprises a set of guidelines and best practices for educational stakeholders and decision makers in order to enhance a wider integration of this outdoor mobile innovative approach in education, promoting smart and sustainable attitudes of citizens within the cities. [ABSTRACT FROM AUTHOR]

Purpose: In Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants' characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences. Design/methodology/approach: An online questionnaire based on Holland's interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added. Findings: The vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences. Research limitations/implications: Although the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021). Practical implications: The findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem. Social implications: Overall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests. Originality/value: This study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling. [ABSTRACT FROM AUTHOR]

Purpose: In an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education. Design/methodology/approach: In the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy. Findings: The students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging. Originality/value: This study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to measure the extent to which students possess the necessary competences of an employable graduate, the authors explored the development and validation of a questionnaire that measures employability competences of students in higher education through combining insights from higher education and workplace learning literature. Design/methodology/approach: The paper aims to develop and validate the questionnaire a systematic literature review and factor analyses were conducted. The authors applied the questionnaire to two different groups of students. First, to undergraduate students in an applied sciences program in Belgium (N = 935). The dataset was randomly divided into two subsets to conduct an exploratory and a confirmatory factor analysis. Next, another confirmatory factor analysis was done to cross-validate the factor structure found. For this, the questionnaire was offered to a group of undergraduate and graduate students at a university in The Netherlands (N = 995). Findings: The results support a model of employability based on combined insights from higher education and workplace learning literature. The model consists of the following seven factors: social competences, e-literacy, efficacy beliefs, flexibility, healthy work–life balance, lifelong learning and oral and written communication. Originality/value: The questionnaire can be utilized to screen students' employability profiles and examine the relationship between teaching practices and students' employability competences. [ABSTRACT FROM AUTHOR]

Purpose: The social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs. Design/methodology/approach: The qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA). Findings: The results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained. Originality/value: Although entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE. [ABSTRACT FROM AUTHOR]

Purpose: The paper aims to provide empirical evidence on whether the identification of the teacher as a role model is truly a key factor in improving students' entrepreneurial competencies and intention. Design/methodology/approach: Data were obtained from a survey of 387 university students enrolled in an entrepreneurship course, who were asked to respond to the same questionnaire at the beginning and at the end of the semester. To test the proposed hypotheses, comparison of means tests for independent samples were carried out. Findings: The results obtained confirm that students with a role model teacher perceive that entrepreneurial competencies and perceived behavioural control increase largely during the course, whilst students with a non-role model teacher perceive that their attitude towards intention decrease. Originality/value: The "Who should teach?" question has been disregarded in previous entrepreneurship education (EE) literature. The current paper is a first step towards a better comprehension of the teacher of entrepreneurship as a role model. [ABSTRACT FROM AUTHOR]

Purpose: In recent years, South Africa has continued to experience a high rate of young people who are not in employment, education, or training (NEET). The emergence of the concept 'NEET' affords researchers an opportunity to more closely examine the life situations and experiences of this population sub-group. The purpose of this paper is thus to further explore the life situations and lived experiences of people in South Africa who are NEET. Structuration theory is adopted to better understand how social structures play a role in the lives of people who are NEET. Design/methodology/approach: Semi-structured interviews were carried out with 24 NEET people over a period of two months in South Africa. This paper presents a section of the findings from a broader study that used self-administered interviews to collect data in three metropolitan municipalities of Gauteng Province, the economic heartland of South Africa. Findings: The findings indicate that poverty remains an obstacle for many young people in furthering their studies or developing their ideas into businesses. Also evident is that there are NEETs who are taking action to disconnect from the NEET sub-group by means of seeking work, funding, or volunteering for initiatives, among other activities. Lack of financial support affects most NEETs perpetuating their vulnerability and their efforts to detach themselves from their NEET status. It is evident that most NEETs who took part in this study are still seeking opportunities to become economically active, regardless of their current financial situations. Originality/value: There remains a lack of adequate exploration and understanding of the experiences and life situations of people who are NEET. The relevance of this study is in its contribution towards extending the applicability of structuration theory to understanding the life situations of people who are NEET in South Africa. This study contributes to the literature by providing the experiences and life situations of people who are NEET in a country with already high levels of inequalities. It is hoped that this study may provide the basis for developing more specific policy solutions able to address the NEET issues in South Africa and in society more generally. [ABSTRACT FROM AUTHOR]

Purpose: This paper addresses the significance of training students in entrepreneurship to enable sustained national and international competitiveness in the knowledge-based global marketplace. Entrepreneurial education is varied, ranging from basic to in-depth courses, including customer-focused programs, such as the National Science Foundation (NSF) sponsored Innovation Corps (I-Corps) program. This program is nationally-renowned with strong academic roots. A full site was launched at the University of Central Florida (UCF) in January 2015 and was the first I-Corps program in the state of Florida. Design/methodology/approach: This paper addresses the importance of entrepreneurship education, reviews the available national training programs in entrepreneurship, presents the design methodology of the NSF I-Corps program, and analyzes the results of the teams who have participated in the NSF I-Corps program. Findings: The results are categorized into innovative areas and show the percentage of teams who participated in the I-Corps program in each area. It also identifies the percentage of teams who engaged in actual startup activities following I-Corps participation. Practical implications: Educators, students, and trainers can use the findings to benchmark the outcomes of training programs in entrepreneurship. Students and innovators interested in participating in I-Corps can use this paper to obtain insights and a broader understanding of what was done in terms of results and implications. Originality/value: This paper contributes a unique analysis of the I-Corps program approach and its outcomes since its launch in 2015 and can be used as a reference for any training program in entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. Design/methodology/approach: A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument. Findings: The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. Research limitations/implications: The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work. Originality/value: COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies. Design/methodology/approach: A study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal–Wallis H test. Findings: The results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices. Originality/value: The conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine the relationships between undergraduate management students' emotional interest (EI) and cognitive interest (CI) in research methods (RMs), the perceived applicability of RMs to future careers and motivation to study RMs within the Asian higher education context. This draws implications for better pedagogical approaches to motivating them to study RMs. Design/methodology/approach: A pre–post-semester cohort study design was conducted with 172 undergraduate management students enrolled on an RMs subject by means of a self-administrated online survey using Qualtrics. A total of 170 students responded to the pre-semester survey and 116 students to the post-semester one. The main instrument was adapted from Mazer's (2012) study interest scale. Regression analysis was applied to investigating the relationship between students' EI and CI in RMs with perceived applicability of RMs to future careers and their motivation to study RMs. Findings: The findings have shown that there was a significant relationship between undergraduate management students' CI and EI and perceived applicability of RMs to future careers and their study motivation towards RMs. The regression model built on the two independent variables of students' EI in RMs and their perceived applicability of RMs to future careers served to have higher accuracy in predicting their study motivation. Originality/value: This paper contributes to enriching the conceptual understanding of the conflating influences of undergraduate management students' intrinsic and extrinsic motivation levels on studying RMs within the Asian higher education context. Practically, this study explores different pedagogical approaches to better motivating students to study RMs. [ABSTRACT FROM AUTHOR]

Purpose: This paper discusses the redevelopment of MSc Civil Engineering and Construction Management of a modern university in the Midlands of the UK in recent years, with the aim to offer flexible future learning opportunities for built environment professionals and address the sector's skill shortage concerns (Augar Review, 2019 and 2021; Department for Education (DfE), 2020 and 2021; Foresight Review, 2017). Design/methodology/approach: The research method is insider action research and a case study approach. It involves interviews with external and internal stakeholders who contributed to this redevelopment and review of relevant documents related to the development. Findings: The research finding showed that both the internal and external stakeholders welcome the proposed redevelopment of postgraduate courses in Civil Engineering and Construction Management. They found the course offers opportunities for civil engineering and construction professionals to further develop their skills and to address government initiatives on flexible and future learning. The online offer of the course is attractive to potential students. It has brought a substantial financial return to the university and created a new international presence of the course and the university. Research limitations/implications: It has been argued that an insider research approach may have an advantage in accessing information compared to other research methods. The case study approach may have limitations on generalisability. Practical implications: This research can be used as an example for other universities that aim to enhance their existing offers to address government initiatives and enhance financial viability. Originality/value: This paper is a pilot study examining a university's response to skill shortage and government proposal on flexible learning for adults through redevelopment and enhancement of the offer of the existing postgraduate courses. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review empirical research on the measurement of employability, conducted in a 23-year period from 2000 to 2022. Design/methodology/approach: A systematic and extensive search of the literature was conducted to select a set of studies that fit the inclusion criteria and addressed the research questions. These studies were conducted worldwide and published anytime from 2000 to 2022. The process of data extraction involved a tabulation of common themes across the studies. Thereafter, the data from the studies were analysed and interpreted to arrive at the findings. Findings: The findings of this paper show variations in the measures of employability with respect to location, data points, domains and indicators of employability applied. Based on the type of indicators of employability applied, the studies can be categorised as those applying subjective indicators, objective indicators or a combination of the two. Research limitations/implications: The paper observed that there has been a great focus on measuring employability using subjective indicators. However, in order to help individuals face the unpredictability of fractious labour markets, going ahead, this measure will not be sufficient. Empirical research needs to focus on applying holistic measures of employability combining both subjective and objective indicators. Originality/value: This paper presents a detailed categorisation of measures of employability. Thereby, the paper provides useful insights to help practitioners choose a suitable measure of employability for future studies. The paper also makes a case for widening the scope of present measures to apply the construct of employability effectively. [ABSTRACT FROM AUTHOR]

Purpose: This paper reviews changing government policy on adult education in England over the past 20 years and the funding regimes affecting adult and community learning and union-led learning, which play a major role in learning opportunities for socially excluded adults. Design/methodology/approach: A review and analysis of extant literature, informed by previous involvement in the sector and ongoing collaborations. Findings: Two decades ago, adult education in England provided a variety of learning opportunities for people who either had limited qualifications or who needed to reskill for whatever reason. Access to those opportunities has been reduced just when it is most needed. Research limitations/implications: This is a review and viewpoint paper based on experience in England, the limitations of which are discussed in the concluding section. Notwithstanding the institutional specificities of adult education in England, many of the implications are generic and have wider relevance beyond this country context. Practical implications: Economic recovery post-coronavirus (COVID) and Brexit will require more access to adult education so people can prepare for labour market re-integration. The practical implication of extending provision in adult education to support labour market integration of vulnerable workers is relevant to most countries. Originality/value: This paper takes a holistic view of adult education, with particular attention to adult and community learning and union-led learning. [ABSTRACT FROM AUTHOR]

Purpose: Despite the institutional calls to include the development of non-technical skills as objectives in accounting curriculum and the attempts to do so, a gap between the level of skills exhibited by graduates and those needed to succeed as a professional is still perceived. One of the possible causes could be students' overconfidence, defined as a very optimistic assessment of their own abilities. The main objective of the paper is to assess the existence of overconfidence. Design/methodology/approach: Two samples, students and employers were surveyed regarding the exhibited level of accounting graduates in a set of 22 non-technical skills, highlighted as relevant in the literature. This enabled a comparison of the opinions of employers with the perceptions of students concerning the demonstrated level of such skills. Findings: The results of this study support the existence of students' overconfidence. In all the skills students score their ability higher than employers do with those differences being statistically significant in 21 out of 22 skills. Employers who are in closer contact with entry level accountants perceive even lower exhibited skills levels in graduates. Research limitations/implications: Overconfident students would be less motivated to actively participate in activities designed to improve skills resulting in underachievement and in lower performance. This low performance in highly valued skills could potentially harm their employability. Originality/value: Although the literature focussing on non-technical skills in accounting is prolific there are few papers comparing the views of employers and students, and there are no previous studies focussing on overconfidence. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals. Design/methodology/approach: The authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making. Findings: The authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles. Practical implications: The proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education. Originality/value: Even in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design. [ABSTRACT FROM AUTHOR]

Purpose: Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF). Design/methodology/approach: Design science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach. Findings: The authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF. Practical implications: When designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument. Social implications: The innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF. Originality/value: This paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF. [ABSTRACT FROM AUTHOR]