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This research investigates how a mobile-based archive application and digital literacy impact pre-service administrators' understanding of the smart village concept in rural governance. It uses a quantitative approach with a questionnaire given to 100 pre-service administrators to evaluate their attitudes towards these factors. Validity and reliability tests were conducted as part of the data analysis, and the data were assessed for normality assumption. The data were then analyzed using a multiple linear regression model. The coefficient of determination, which is 99.3%, suggests that nearly all variables related to the smart village concept can be explained through the archive application and digital literacy variables. Furthermore, the mobile-based archive application and digital literacy have a positive and significant impact on understanding the smart village concept, both simultaneously (0.000<0.05) and partially (0.000<0.05). We found a negative t value (-5.739) for the understanding of the smart village concept, which can be improved through the mobile-based archive application (9.299) and digital literacy (6.538) variables. The implications from these findings indicate that pre-service administrators in rural governance recognize the need for improvement in their understanding of the smart village concept.

Intellectual capital has aroused growing interest in higher education; however, one area for improvement in its study is how to measure it adequately. Therefore, it is necessary to have instruments based on current models of intellectual capital. This study aims to design and validate an intellectual capital measurement scale in accredited higher education institutions (HEIs) from the perspective of professors. The study was instrumental because a measurement scale was developed. The sample consisted of 341 professors from six accredited HEIs on the Colombian Caribbean Coast. The statistical analysis consisted of three stages: item analysis, collection of validity evidence based on the internal structure and the relationship with other variables, and reliability analysis using the internal consistency method. The scale's internal structure corroborated intellectual capital composition based on human, structural, and relational components. Regarding convergent evidence, all variables possess this source of validity evidence. Reliability levels were also good. Previously, an instrument has yet to be developed those measures intellectual capital in HEIs from the perspective of professors. This study provides a scale that focuses on the characteristics of this stakeholder and is based on an innovative model of intellectual capital composed of human, structural, and relational capital. The theoretical contribution of the study lies in developing a test based on two current models of intellectual capital: the Intellectus model and the Balanced Scorecard model. It also contributes to practice by providing a tool for measuring intellectual capital that allows its adequate management, improvement, and decision-making within higher education.

The paper examines how new age pedagogies and neoliberal policies consciously work towards "naturalizing" English language's hegemony in institutions of Higher Education (IHE) in India. An ethnographic study the paper foregrounds the precarious positioning of non-English Indian languages "vis-à-vis" the pervading discourses of internationalization and education as job/skill oriented. Hegemony of English in the present is coupled with a restructuring of language departments as well as fleeting market demands for human capital. The paper also brings into question the role of the Internet and related technologies in reorganizing the linguistic dynamics of HE. Instead of democratizing, the Internet produces new monopolies in knowledge production, controls knowledge traffic from global North to South and further legitimizes the language hegemony. The paper argues that, in the last two decades, the neoliberal rupture has been leading HE institutions to a death of vernaculars within their physical, cultural and academic spaces.

This study involved 51 Chinese universities from the Quacquarelli Symonds (QS) World University Ranking 2021. With based the resource-based view (RBV) as a framework, it aimed to identify the determinants of human resource capital that were related to universities' production of MOOCs. Three determinants were detected--size, lifelong learning, and proximity to the political centre. Both size and proximity to the political centre proved to be significant. The findings provide timely implications for university managers and suggest that the variety of management spaces be expanded to increase the portfolio of high-quality Chinese universities that facilitate the production of MOOCs. In addition, universities should increase their proximity awareness to remedy the disadvantages of uneven resource allocation due to geographical proximity.

Vocational high schools aim to create graduates who are ready to work, but in reality, many graduates are not ready to work at this time. Low employability is the main problem. This study aims to design and test a theoretical model of the effect of entrepreneurial readiness, adversity quotient, and social intelligence on employability in vocational high school students. The population of this study was students of class XII vocational high school "X" in Moyudan, Sleman, which consisted of 209 students. The sample in this study was 68 students selected by cluster random sampling technique. The data collection method used employability scales, entrepreneurial readiness scales, adversity quotient scales, and social intelligence scales. Data were analyzed using the structural equation model (SEM) through the Smart Partial Least Square 3.3.9 program. The results of this study are the formation of a model of the influence of entrepreneurial readiness, adversity quotient, and social intelligence on employability that is appropriate (fit) with empirical data. The adversity quotient has a positive and very significant effect on employability, while entrepreneurship readiness and social intelligence have no impact on employability. This model can be used as a valid reference in developing employability variables.

The rapid growth of online education, especially since the pandemic, is presenting educators with numerous challenges. Chief among these is concern about academic dishonesty, especially on unproctored online exams. Students cheating on exams is not a new phenomenon. The topic has been discussed and debated within institutions of higher learning, and significant levels of cheating have been reported in the academic literature for over sixty years. Much of this literature, however, has focused on student behavior in a classroom utilizing proctored, in-class exams. Grades on exams usually determine most of a student's final grade in a course, and GPAs are used by employers and graduate schools to indicate a student's subject matter mastery. As more conventional colleges and universities expand their online course offerings it is natural to wonder if academic dishonesty is more prevalent in online classes than in face-to-face classes. In particular, are students more likely to cheat when no one is watching (i.e., on unproctored assessment assignments) than they do when someone is watching (i.e., on proctored assessment assignments)? The purpose of this study is to investigate whether students cheat more on unproctored online exams than they do on proctored in-classroom exams, and if so, is there any pattern to their cheating behavior. Our findings are derived from careful empirical analysis of 741 undergraduate students who completed three unproctored online exams, several collaboration-encouraged assignments, and a proctored in-class comprehensive final exam in the same course with the same instructor. Additionally, we collected demographic and human capital data for every student. Using bivariate and regression analysis, we find significant evidence of more cheating on unproctored online exams than on proctored in-class exams even though students were given stern honor code violation warnings. Moreover, we discover that student cheating increased with each unproctored online exam, implying that students learn how to cheat as they become more familiar with taking online assessment assignments. Finally, we find that students with certain demographic and human capital characteristics tend to cheat more than others. This research strongly supports the use of proctoring for all evaluation assignments in online classes to ensure that grades in these classes properly reflect student aptitude as opposed to merely reflecting their ability to cheat.

Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Turkey (Türkiye) stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program. This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution's image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

Lecturer performance is the real behaviour displayed by a lecturer and as a work achievement that can be produced according to his role as an academic staff. The quality of graduates in higher education is related to the performance of lecturers in the fields of education, research, and community service. Improving lecturer performance requires the commitment of university leaders to make changes to the environment. This study aims to analyse the effect of transformational leadership on knowledge sharing and lecturer performance with moderation of change adaptability. The research was conducted at Universidade Nacional Timor Lorosa'e (UNTL) with a sample of 201 lecturers. The data that has been collected is analysed with descriptive and inferential analysis of Smart PLS.3. The results showed that transformational leadership has a significant effect on knowledge sharing and lecturer performance. Knowledge sharing has a significant effect on lecturer performance. It was also found that knowledge sharing partially mediates the relationship between transformational leadership and lecturer performance. Other findings show that change adaptability does not moderate the effect of transformational leadership on knowledge sharing. The implications of the research show that the limitations in making changes are due to difficulties in communicating between lecturers. Cultural factors, especially language, are the main barrier in change adaptability when conveying new ideas that are useful for institutional development.

Background: Cultural dissonance and exclusion in schools persevere because of a lack of response to diversity. In South Africa, coloniality manifests itself in teaching and learning practices through promoting and privileging selective cultural norms in schools, often to the detriment of poor black children. Aim: Despite the availability of educational scholarships for poor children as a way to promote economic success, these opportunities are often laden with cultural and hegemonic expectations making them challenging to navigate, often rendering the experiences as traumatic rather than developmental. Setting: The article reflects on children's schooling experiences in South Africa. Methods: This qualitative exposition presents insights from a primary school teacher about her own childhood experiences of exclusion, alienation, and cultural dissonance in South African schools. Results: It reveals the pervasiveness of coloniality and how social justice has still not fully permeated schools. The interplay between race and class remains salient. Conclusion: Schools should intensify efforts to promote inclusion by recognising diversity and avoiding normalising singular narratives in diverse contexts. Educational opportunities given to children from disadvantaged backgrounds should be accompanied by psycho-social support to ease the culture shock and alienation they feel when learning in new contexts that differ from their norm. Contribution: The article demonstrates that culture is more powerful than politics because, despite the democratic political context, the 'cultural bomb' of decoloniality is all-encompassing.

This paper investigates the impact of human capital, social capital, career planning behavior, protean career orientation and core self-evaluations on students' academic and life satisfaction in China, with the mediation effect of perceived employability and moderation effect of perceived labor market conditions. Data were collected by distributing online questionnaires to 1155 students in three types of universities. All the hypothesized direct paths and the mediation effects were supported. The moderation effect was partially supported. Perceived employability contributes to positive evaluations about life and academic work, and the perception of labor market condition could be enhanced to improve students' academic evaluations.

Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice.

This paper used graduation statistics of the Namibian secondary higher education over two decades to determine linkages to human capital of the youth and its multiplication into economic development. The paper assessed the effect of regional differences to show historic educational discrimination and why the education reform was required to correct the skewed past. It was hypothesized that the educational reform would result into improvements of the academic levels within the disadvantaged regions and anticipated that the correction will partly have negative effects on the previously advantaged regions. By applying panel data, the paper attempts to simultaneously address the complex relationships of development, education, and the underlying causalities within the economic system of Namibia. Concepts in the testing of socio-economic components are done by looking at confounding logics, stochastics, and the use of latent variables to determine linkages by using the canonical correlation method. This approach could be extended in future as guide for decisions on education. Our study shows that the implementation of the Namibian education reform resulted into increased enrolment numbers, but unfortunately also into the declining of academic levels, combined with the narrowing of learners' outputs. The reform response in the previously disadvantaged regions was slower than expected. Findings of the longitudinal data show that education levels in Namibia partly contributed towards human capital formation to multiply into economic development. The study shows that the method of analyzing linkages between cause and effect by means of causality provides advantages for analysis. The results confirm findings that human capital formation has a positive effect on the country's economic status, but for efficacy analysis of policy, we need regional information.

This paper presents a systematic framework of the most needed Vocational Education and Training (VET) reforms in The Azores, a Portuguese outermost region. Our report is based on a participatory research approach involving the perspectives of five different groups of stakeholders. Our data was collected in 18 virtual world-café sessions (n = 164 participants--58 trainees; 21 trainers; 42 institutional representatives; 21 unemployed people registered at local public employment agencies; and 22 businesspersons; M age = 45.20; 60.37 women). Based on content analysis, we identified three main priorities to restructure vocational training policies: (a) VET perception and valorization, comprising strategies to disseminate a more positive social representation of VET in the region; (b) horizontal coordination between stakeholders, including effective ways of coordinating and sharing information; and (c) vertical coordination in terms of VET improvements of "curricula," funding models, and investments in the sector's human capital. Our correspondence analysis did not show significant differences regarding the prevalence of the three priorities across the five groups of stakeholders. We interpret and contextualize our results according to relevant publicly available data about the region, and an integrated governance lens to inform policy design in outermost territories.

While AI-powered digital platforms are transforming the economy through forms of algorithmic governance that prioritize the automation of work and decision-making, it is critical to ensure that human education remains relevant in the age of machine learning. Unrestricted reliance on artificial intelligence could undermine the entire system of education by allowing machines to replace humans in a multitude of professions, including those that require ethical judgments. This could result in a rapid decline of human agency and create a new class of unemployed workers, a proliferation of unskilled digital labor, and an obsoleteness of education. To avoid this outcome, it is crucial to ensure the rational use of AI and to enable an ethical and sustainable coexistence of humans and advanced technologies, while renewing the raison d'être for human-centered education. This paper proposes to redefine the division of labor between humans and machines and to consider the development of new professions dedicated solely to humans across all economic sectors.

Job automation is a topical issue in a technology-driven labor market. However, greater amounts of human capital (e.g., often measured by education, and information-processing skills, including adult literacy) are linked with job security. A knowledgeable and skilled labor force better resists unemployment and/or rebounds from job disruption brought on by job automation. Therefore, the purpose of this study was to advance understanding of the association between educational attainment and literacy, and job automation risk. Using the 2012/2014/2017 Program for the International Assessment of Adult Competencies (PIAAC) data, survey-weighted linear regression was used to model the risk of job automation as a function of education, and literacy proficiency. Higher educational attainment (college or higher vs. less than high school: b = -18.23, p < 0.05) and greater literacy proficiency (score 0-500 points: b = -0.038, p < 0.05) were associated with a decrease in job automation risk among the U.S. workforce.

Purpose: Research shows that school leadership and working conditions strongly predict teacher turnover, but less empirical work has explored how school leaders grapple with this aspect of their work. This article investigates how school leaders across diverse geographic and institutional contexts understand human capital challenges and construct approaches to improve adult culture and teacher retention. Research Methods/Approach: This cross-case analysis includes interviews with 23 school leaders from four different public school systems (charter, suburban, rural, urban). Using both inductive and deductive coding approaches, we analyze how school leaders understand and approach human capital challenges and the logics they invoke in doing so. Findings: Perceiving teacher supply and dismissal challenges as outside of their control, leaders primarily focused on managing the adult culture of their schools to improve teacher retention. This focus raised additional challenges for school leaders around generating teacher buy-in and attending to teacher well-being. Whereas school leaders across different contexts named similar strategies for generating teacher buy-in around school or system-wide goals, some leaders framed focusing on teacher well-being as being in tension with their responsibilities to student outcomes. Implications: This work contributes to the literature on school leadership and teacher retention, which highlights school leadership as a point of intervention for stemming teacher attrition. Understanding how school leaders locate challenges, construct priorities, and manage the human capital side of their work is paramount to improving school leader preparation and support, teacher retention, and student outcomes.

Despite high aspirations, youth formerly in foster care may face significant barriers (e.g., academic preparedness, adult mentoring) to obtaining a postsecondary credential. Better understanding the relationship between affordability and postsecondary access for youth formerly in foster care (YFFC) merits attention from researchers because finances often present a barrier to success for this population of students. This exploratory study asks the question: What factors influenced whether YFFC received financial aid and do those factors change over time? Using event history analysis and national longitudinal data on foster care and youth outcomes, we explore what factors impact whether a YFFC receives financial aid. [Note: The publication date (Oct 2021) shown on the PDF is incorrect. The correct publication date for v52 n1 is Mar 2023.]

In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approach to real-life socio-environmental issues for the purpose of humanising life orientation for learners. With this article, I wish to contribute to a particular discourse with regard to real-life socio-environmental issues through humanising life orientation pedagogies through environmental education. The potential merits of such a transformative approach, which is grounded in a critical pedagogical paradigm, are discussed as well.

As China moved from elite to mass higher education, student borrowers as the product of state intervention have surged. Yet little attention has been paid to their voices. This study conducts reflexive thematic analysis with a qualitative inquiry into lived experiences of 41 current borrowers. A five-factor typology of debt attitudes yields a dynamic explanation of debt and repayment complexities. Students perceive borrowing as an investment in human and social capital. They are, however, cautious of consumer credit. Far from being a deterrent or added burden, educational indebtedness grants them a measure of freedom and autonomy in college. And they consider debt repayment manageable, mainly if a family safety net exists.

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable, nationally representative datasets including the 1994 International Adult Literacy Survey; the 2003 International Adult Literacy and Life Skills Survey; and the 2012/2014/2017 Program for the International Assessment of Adult Competencies. Results from the age-period-cohort hierarchical cross-classified random effects model showed significant variation in adult literacy skills across cohorts (1930-1995) and time periods (1994-2017). Possible implications for adult education policies and future research needs were evaluated.

Intellectual Capital (IC) of schools is an important strategic resource that can be invested and used in achieving school objectives, increasing its efficiency, competitive capacity and continuously developing its performance. Intellectual Capital is characterized by distinguished individuals who have knowledge, skills and capabilities that enable them to bring about change and development in schools, Intellectual capital consists of four basic components represented in human capital, structural capital, relational capital and social capital, which represent a source of competitive advantage for schools; which enable to develop its productivity and develop its capabilities for innovation and creativity and the growing investment in people. Therefore, this study was to identify the availability of Intellectual Capital components in public education schools in Saudi Arabia. The study used the survey descriptive approach. A questionnaire was collected from a random sample of (649) male and female teachers in the elementary, middle, and secondary schools. The study concluded that Intellectual Capital components are significantly available in public education schools, and there are statistical differences at the level of significance ([alpha] [less than or equal to] 0.01) between male and female schools in the availability of Intellectual Capital components in favor of female schools. There are also statistically significant differences at the level of significance ([alpha] [less than or equal to] 0.001) between primary, middle and secondary stages in the availability of Intellectual Capital components in favor of primary stage.

Educational indicators offer a straightforward means of gauging a country's education. Besides, evaluation based on these indicators is of great significance and value. Nonetheless, education does not take place in a vacuum, and thus these indicators are results of the conditions in a country. Particularly, time and money spent on education, the family's share in economic distribution play a role in determining the current state of education. So, this study aims to evaluate the current state of education in Turkey by examining human capital indices and income distribution in countries in the Europe and Central Asia (ECA) region. For this purpose, the study uses data from the World Bank. The results of the study indicate that children born in developed countries can access near 80% of their potential upon reaching their productive age, compared to only 65% in Turkey. Additionally, Turkey has the greatest degree of income inequality, as indicated by its GINI coefficients, among other countries in the ECA region. Moreover, there are vast disparities between the income of the top 20% and the bottom 20% of Turkey's population.

Globalisation of labour has led to the migration of skilled workforce; known as 'brain drain'. To our knowledge, this paper is the first study which analyses brain drain from Türkiye through administrative register evidence of non-return bachelors' degree graduates. The analysis micro dataset in the paper is based completely upon administrative registers of public institutions of Republic of Türkiye. These public institutions including Ministry of Interior, Directorate-General for Population and Citizenship Affairs for residence abroad data, and Council of Higher Education of Türkiye (CoHE) for higher education data. The results were analysed through descriptive statistics. The results indicate that brain drain rate of bachelor's degree graduates is 3.23 per cent in the year 2020. The rate is calculated through considering 55,918 non-return graduates out of total number of 1,730,955 graduates. The most popular destinations to brain drain from Türkiye are the United States of America with 22.4 per cent, Germany with 14.3 per cent and the United Kingdom with 11.6 per cent. When it comes to gender distribution, brain drain rate of males is 3.62 per cent and it is 2.84 per cent for females. The results indicated that brain drain rate of bachelor's degree graduates increased more than 50% between the years 2011 and 2020. Therefore, future research is need to investigate the reason behind the high increase rates in brain drain from Türkiye. Residence abroad data used in this paper is based on the statements of Turkish bachelor's degree graduates reside abroad. Therefore, the actual number may even be higher than the figures here.

The dominant analytical and programmatic frameworks used when writing about conflict-affected contexts such as Libya in Global Northern academia belong to the interdisciplinary field of peace and conflict studies (PACS). Within this, education is increasingly gaining attention as a tool for building peace and developing social justice. This article is a cautious conceptual exploration of how pragmatism might be a timely intervention in the fields of PACS and peacebuilding education. In particular, the article takes a deeper look at the American philosopher John Dewey's pragmatist approach to politics and education, and his conceptualisations of a context-specific 'public', teachers and enquiry for peaceful and democratic living. Throughout, I argue that a pragmatist philosophy is a worthwhile pedagogical project in a challenging context such as Libya, as it is an internal and ground-up discourse, compared to the often externally initiated and top-down discourses of peacebuilding. I speak as an adjacent and connected critic, because I am both a Libyan and a German researching a problem in my country to which I hope to find possible solutions by engaging with discourses and practices in an academic institution in the Global North.

International student mobility (ISM) has received much attention in the literature on international migration. However, most of the studies assume that investment in skills and knowledge by international students is guided by economic motivations only. Importantly, with an increase in the proportion of international student mobility in total mobility, students' motivations have become more complex. Different theoretical approaches across disciplines have been logically extended to study the mobility motivations of international students. Most of the existing approaches do not emphasize the noneconomic aspects of motivation and thus do not provide a holistic understanding of ISM. This paper proposes an augmented human capital framework that incorporates the noneconomic motivations of international students through the inclusion of psychic gains and the acquired stocks of personal and social capital.

Based on data from China Education Panel Survey, this article examined the impact of teacher gender on student human capital development at the junior secondary education level. The research findings showed that female teachers were more capable of promoting cognitive and non-cognitive ability development of both girl and boy students than their male counterparts; and that student cognitive and non-cognitive performance was significantly and negatively related to the increase in the percentages of male teachers in the class and school.

International mobility programmes, both in-person and virtual, aim to build human capital. Though there is evidence of their impact on skill development, there is scant research on career and professional benefits. Moreover, because virtual mobility is a new concept, there has been little investigation into how this mode affects the perceived benefits. Using the lens of human capital theory, this study explores outcomes of in-person and virtual mobility in the Queen Elizabeth Scholars-Advanced Scholars programme, which includes doctoral, post-doctoral and early career scholars. Through interviews with 23 scholars, we explore the perceived impact of the programme, considering mode of delivery, on the career and professional development of scholars. Despite challenges with the unexpected shift to virtual mobility during COVID-19 lockdowns, both in-person and virtual mobility scholars reported benefits to their career and professional development. These results suggest that virtual mobility may be considered as a viable option to enhance the flexibility, inclusivity, and accessibility of such programmes.

There has been a strong interest in teacher retention and attrition which has been studied extensively over the past twenty or more years. While some researchers have attributed teacher attrition to low teacher salaries, poor working conditions, lack of administrative support and resources, other research focuses on the "emotional" aspect of the profession where educators continue to stay because of their love for teaching, for their students, and how they imagine possibilities for their students' futures. A more comprehensive theory of retention and attrition is Mason and Matas' (2015) four capital framework which consists of human capital, social capital, structural capital, and positive psychological capital. In our research with teacher residents in a preparation program, we used interviews, survey, and focus group to obtain data, and found strong prevalence of the four capitals as competing and intersecting phenomenon aiding in understanding the varied and complex factors that contribute to teacher retention or attrition. Additionally, we found that one or more of these four capitals may significantly impact teacher retention or attrition more than others, at any given time and one type of capital may help to overcome limitations in another. Therefore, we found this to be a worthwhile framework to incorporate in teacher preparation.

Entrepreneurial and innovative higher education institutions of the 21st century have become the driving forces of social development, economic growth and global competitiveness by improving human capital through the educational and instructional services they offer, producing qualified scientific information through the scientific research they conduct and by fulfilling an important responsibility in the solution of social problems. In the current study, the effect of higher education on global competition in the context of the transformation of knowledge into economic value in OECD countries was analyzed with the Granger Panel Causality Test. In the application part, a panel data set was created with the data collected from 25 OECD countries for which data were available for the period 2006-2017. The Global Competitiveness Index variable was taken as the basis to reveal the global competitiveness of the countries included in the analysis. In order to reveal the status of their higher education, the gross schooling rate in higher education, the employment rate of the population with higher education, public expenditures on higher education, the quality of the education system, the quality of scientific research institutions, the performance of scientific publications, the R&D expenditures made by higher education and the university-industry cooperation variables were taken as the basis. As a result of the application, it was determined that each variable representing higher education has a bilateral causality relationship in the short term with the Global Competitiveness Index representing global competition.

The study's objective was to determine the relationships between the proposed variables that impact to the Job Satisfaction, Organizational Commitment and Burnout through the Psychological Empowerment mediator variable. The variables proposed as impact factors were Structural Empowerment and Remunerations for the case of teachers from public middle-higher education institutions in Mexico. The study had a non-experimental design, being a correlational and causal research. The measurement instrument was applied to a sample of 167 teachers, whose data were analyzed using the structural equations method. The findings show which of these direct and indirect effects are generating significant effects. Subsequently, the analysis of the contrast and impact differences between the segmentation groups was proposed: by gender, marital status, schooling and employment status. One limitation was to carry out the cross-sectional study, with the data collected in a single moment. One of the main contributions of the model was to determine the impact of the proposed variables on job satisfaction and commitment, seeking to analyze the behavior of teachers and its effects on the development of more satisfied, committed and healthy human capital, being a field, little Empirically studied in Mexico. In addition to this, look for factors and strategies that contribute to improving the behaviors that are related to Burnout, since it interferes with the worker's health and affects the teacher-student relationship. It is recommended to continue with the analysis of Burnout in other contexts and organizational areas.

Research on transfer student flows has focused almost exclusively on transitions occurring between colleges and universities. Few have sought to systematically examine the regional dimensions of these student flows, and how they may map on to prevailing migration patterns that drive individuals out of remote geographical regions. Through this study, we perform the first comprehensive analysis of regional dynamics in early transfer student flows within Ontario post-secondary education (PSE), drawing on novel administrative linkages within Statistics Canada's Education and Labour Market Linkage Platform (ELMLP). Our empirical analyses: (1) map the magnitude of transfer student flows across the province; and (2) statistically model the predictors of within- and cross-region forms of student transfer. Our findings demonstrate that PSE students commencing their studies in the provincial north are more likely to transfer out of their region, and that correcting these imbalances could serve as a useful strategy to retain and inject further human capital into northern communities. We explore the implications of these findings for both provincial policy makers and researchers interested in how geography shapes student trajectories.

Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers' application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.

In the rapidly changing atmosphere of the global economy, productivity has become a very important concept for long-term economic growth, development, regional and global competitiveness, raising social living standards and increasing the level of welfare for countries. In the 21st century, when scientific knowledge, technology, innovation, R&D and entrepreneurship manifest themselves in every stage of the production process, human capital has come to the fore as an important and determining factor that increases productivity. In the current study, the effect of human capital, one of the most important outputs of education, on country productivity was analyzed for 24 developing countries, including Turkey, which are in the upper middle income group. In the application part, a panel data set was created for the 24 countries included in the study with the series obtained from the database of PWT10.0 for the period of 1980-2019. The Human Capital Index was used to reveal the human capital status of the countries included in the analysis and the Total Factor Productivity Index was used to reveal the productivity status. The Granger Panel Causality Test was employed to determine whether there is a short-term relationship and the Westerlund Panel Cointegration Test was employed to determine whether there is a long-term relationship between the two variables. As a result of a bilateral causality relationship was found between human capital and productivity in the short-term and a cointegration relationship in the long-term. The study is important and different from other studies in that it focuses on the concepts of human capital and productivity, which have a very limited place in the education literature, although they are directly related to education, and it is grounded on an interdisciplinary approach (bringing together education, sociology and econometrics).

The purpose of this study was to synthesize the literature that has been established on the interrelationship of "knowledge spillovers and entrepreneurial ecosystem" through a systematic literature review. The query strings generated 85 articles, of which 51 were selected for final review. The analysis was performed using MySLR software that uses the Latent Dirichlet Allocation (LDA) method, and the effectiveness was measured through the perplexity score and coherence value of the topics. The results reveal that although a plethora of literature is available on these two topics individually, the mutual relationship between these two concepts is understudied. A stronger research interest was observed after 2018 which indicates the infancy of the topic as a whole, which is yet to be explored and empirically tested, specifically in developing economies. Most of the research was focused on the role of universities, innovation, geographic dynamics and policies with respect to entrepreneurial ecosystems. Results reveal the disparity of knowledge spillovers with regard to other contributors; significantly lesser attention was paid to its role in relation to the entrepreneurial ecosystem. Along with critical analysis and synthesis of literature, future directions have also been presented in the paper.

Student affairs practitioners and researchers are well positioned to contribute holistically to student success and as such could play a strategic role in the transformation of higher education. The aim of this article is to illustrate that a key strategic objective of student affairs is to contribute significantly towards student success. This article reports on a study (January, 2021) entitled 'Towards a qualitative framework for blending equity and excellence in transforming South African higher education transformation to achieve development' in which the promotion of student success is viewed as central to institutional transformation. The purpose of the study was to contribute to a more comprehensive qualitative framework for higher education transformation in South Africa by reconciling notions of 'equity and excellence'. Interviews were conducted with sixteen leaders in the field of higher education in South Africa. Thereafter, interview data were triangulated with strategic documents of various entities concerned with higher education transformation. The theoretical framework encapsulated the human capital and human capability theories and argues further for a reconciliation of these theories to promote social justice and human well-being. The study used grounded theory methods to analyse and present the comprehensive qualitative framework. The study found that student success was the most critical factor driving institutional transformation. In addition, four other interrelated elements were presented as the core elements of a comprehensive framework. Based on these findings, this article explores the implications for student affairs further, using unpublished input gathered by the author through reflective conversations with stakeholders at the University of Cape Town. In this regard the notion of a set of student learning imperatives (graduate attributes) becomes relevant to the discussion when student affairs practitioners and researchers collaborate with faculties and departments on strategic projects.

The emphasis for STEM integration in school-based agricultural education (SBAE) classrooms is imperative, resulting in a need for teacher educators to generate a positive view on the integration. Specifically, SBAE teacher aspirants need to be prepared to deliver relevant agricultural curriculum grounded in STEM. The purpose of the study was to evaluate the content knowledge and interest in STEM-related careers for secondary students enrolled in SBAE programs in [State]. Pre-service SBAE teachers from [University] were charged with delivering a sustainable bioenergy unit of instruction to their students. This study resulted in a statistically significant improvement in students' STEM knowledge as a result of teaching the content and laboratory experiences (p < 0.01). Mean scores increased three letter grades and almost 30 percentage points. Unfortunately, minimal differences existed in student interest in STEM as a result of the experience. Future research needs to explore the preparedness of SBAE teachers to develop, teach, and evaluate the impact in all four content areas (i.e., science, technology, engineering, and math). In addition, the results of this study should be used to guide in the evaluation of state standards compared to national SBAE standards.

Minnesota is known for its large concentrations of Hmong, Somali and Karen refugee-background students (RBSs). Drawing on an equity/heritage framework that centres educational equity and the sustaining of the cultural and linguistic practices of minoritized communities, this study examined how district/school websites with the highest enrolment of each student group described equity/heritage focused educational opportunities for RBSs and discursively represented and positioned these students. Our findings show that these school websites largely lacked indications of equity/heritage-based educational opportunities for RBSs, especially for Somali and Karen RBSs. While the websites had a strong visual representation of their RBSs, equity/heritage-focused textual discourses were limited. Instead, discourses of neoliberalism, meritocracy and accountability driven by the global human capital framework were prevalent. We argue that RBSs should be supported with equity/heritage-focused educational opportunities and discourses at schools instead of solely on the basis of global human capital focused discourses. A limitation of our study is that the implementation and impact of these website policies on RBSs' educational experiences were not explored. However, we also note that examining discourses embedded within these critical online spaces is crucial because they communicate certain ideologies and motives to the public that can influence their perspectives about RBSs and their educational opportunities.

This article traces the development of four narratives of financial assistance for Australian university students - to encourage excellence; to meet public need; to build the stock of human capital; and as universal provision - and their effect on the development of a fifth narrative, centred on the Higher Education Contribution Scheme (HECS). Financial support schemes have been provided by governments, industry, philanthropic and religious groups, or a combination of these. These narratives reflect deep-seated ideas about the meaning and value of education, and the emphasis placed on public or private benefits. This article shows how these narratives have affected access to university and who has attended. It shows the influence of student support schemes in shaping higher education in Australia.

Although often seen as places of culture, cultivation and creativity, language courses borrow the language of creativity for test-centered practices. Research in sociolinguistics and linguistic anthropology has long recognized language courses as sites for the legitimation of neoliberal ideals that emphasize language as global, individual, and economic, human capital for the global market. Yet research in education often focuses on language education as building student identities, ignoring how it prepares students for participation in an affluent 'creative class.' This paper aims to bring a more critical lens on discourses of creativity in the classroom. It explores how neoliberal ideology is realized in teacher development literature on creative management, and it investigates how this commercial creativity affects the language curriculum and assessment in a New England High School, ending with a call to a more critical, communal creativity.

This study deployed a mixed-method approach to explore how international graduates identified and strategically utilised their resources to negotiate employability in the host country. One hundred and eighty international graduates from Australian universities participated in a survey and in-depth interviews. Findings revealed that employability was determined by various forms of capital including human, cultural social, identity and psychological. More importantly, the graduates had to develop 'agentic capital' to decide how to utilise these forms of capital appropriately. Social and cultural capitals emerged as the crucially important elements when the graduates looked for opportunities to get a foot into the labour market. These forms of capital enabled the graduates to mobilise their human capital. However, to navigate barriers in the workplace, the articulation of a sound understanding about the working culture became a 'must' because the graduates found it hard to understand hidden rules and conventions in the labour market. Results from the study indicate that graduate employability should not just be measured right after students' graduation because different forms of capital play their significant roles at different stages of the graduates' career development. Besides, higher education should equip students with various forms of capital.

This study explores perceived skill outcomes among graduates of 39 Australian higher education institutions in the short- to medium-term after course completion. While acknowledging important dimensions of graduate employability beyond the skills-based approach, we investigated graduate perspectives on their industry-relevant skill outcomes from university, in preparation for employment. Using national data, we build on earlier research by examining the viewpoints of 24,044 research and coursework graduates, at all levels, at six months and three years post-graduation. We found that as graduates progressed in their careers, perceived skill outcomes from university became less favourable, particularly among coursework graduates. Further, we observed differing perceptions among student groups, emphasising the potential learning gain for non-traditional student groups participating in skill-related interventions, such as work-integrated learning, and the need to design activities which cater to differing needs and are accessible by all. The study highlights how exploring graduate perspectives into the longer term can develop our understanding of the value of university education for enhancing skills and identifying potential areas for curriculum review.

Purpose: The present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran. Design/methodology/approach: For this purpose, the authors adopted a thematic analysis method. The participants in the study were connoisseurs from universities and research institutes in Iran, who were selected with purposeful sampling methods of snowball type. To collect the data, the authors used a semi-structured interview and performed a thematic analysis for data analysis. Findings: The findings showed that the views and perceptions of the connoisseurs participating in the study about the reasons for the gap between academic education and the skills required in the labor market in Iran can be classified into four main themes including lack of attention to labor market needs in the academic curricula, lack of attention to practical and entrepreneurial skills in the academic curricula, the weak link between universities and industry and society, and shortage of academic resources and equipment in some academic disciplines. Originality/value: The present study had three implications. First, the human capital theory, the social closure theory, the positional conflict theory and the labor market segmentation theory are more compatible with the labor market of Iranian graduates, compared to other theories of the labor market. Second, the lack of coordination between academic education and the required skills in the labor market has weakened the Iranian economy. Third, the absence of practical and entrepreneurial skills in academic graduates has led to increased unemployment in Iranian society.

This article highlights the inequality in the Flemish education system, which disproportionately affects youngsters with low socioeconomic status. This inequality is attributed to the human capital approach characterising current educational policies, putting emphasis on educational outcomes. This results in education that homogenises and limits acceptable student behaviour and in which deviations from the norm are met with exclusionary and punitive approaches, consequently pushing vulnerable youngsters with a differing cultural capital out of education. Drawing on the capability approach, this article argues the importance of navigational agency in education, investigating the space students have to enter and exit education, resolving conflicts between education and other social practices, and reforming education by voicing their opinions. By analysing 66 Flemish secondary school policies, it is concluded that young people's navigational agency is limited in the current educational landscape. Furthermore, most school policies lack inner consistency, highlighting the fact that there is no coherent pedagogical vision within, which raises questions about how thought through these policies really are.

Purpose: The purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers. Design/methodology/approach: This study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital. Findings: The factors that emerged support the literature-derived conceptualization. A subsequent confirmatory factor analysis on a second sample of early career teachers offers additional evidence for the proposed conceptualization. An exploration of the underlying factor structure comparing results across four competing models (i.e. unidimensional, correlated factors, second order, and bifactor) suggests that a second order factor explains the variance across the three proposed factors well. We conclude that this second order factor is decisional capital. Originality/value: This is the first study that examines the discrete elements of decisional capital. Understanding these discrete elements is an avenue for investigation into the development of decisional capital beyond the acknowledgment that it takes time to develop.

Purpose: This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers' perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development. Design/methodology/approach: Semi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling. Findings: Informed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided. Practical implications: These findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers. Originality/value: The findings highlight the significance of teacher trainees' active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

We conducted a study on a local scale targeting the relationship of economic capital, cultural capital, young people's literacy, numeracy achievements, and the school-to-work transition. We investigated whether participation rates by very young children in early childhood education (ECE) may mediate the historical effects of economic and cultural capital. We analysed longitudinal data from a high-quality national database that included information from 103 Italian provinces. We used structural equation modelling (SEM), multi-sample SEM to investigate spatial inequalities, and mediation analyses. Vector Autoregression models were estimated to determine the temporal trend and the relationship occurring between economic capital and ECE. Results indicate that economic capital is associated with young people's literacy and numeracy achievements and with the NEET rate, with only partial mediation played by the rate of participation in ECE. The association of cultural capital on the NEET rate is near to significance, but it is strongly mediated by participation in ECE. Together, these results imply that the rate of participation in ECE in the Italian provinces may mediate the effect of cultural capital, but only partly that of economic capital.

This article analyses the introduction of a mandatory learning management system (LMS) in Danish primary and lower secondary education. By thinking with Bourdieu's concepts of field, capital and habitus, the study analyses key policy texts to identify the embedded logics that structure the field of education, reflecting relationships of domination and struggle and explores how these logics and conflicts influence process of policy change. A historical analysis of the conflict between legislators and the Teachers' Union (TU) in Denmark is conducted based on 21 policy texts published between 2005 and 2020. The findings indicate that human capital is the predominant logic structuring the field of education. Legislators use the logics of other fields such as economics to support this predominance. Moreover, the findings suggest that changes in educational policy are the result of a protracted struggle between legislators and the TU, with legislators making ongoing adjustments to policies based on pressure from the TU. These modifications can be seen as a political concession.

The study aims to adopt an intention-based approach to examine the key factors influencing academics' behaviour to share career capital tacit and explicit knowledge, foster innovations and to gain competitive advantages among higher education context. A research model was developed by successfully extending the Theory of Planned Behaviour (TPB) with institutional forces (i.e. senior management support and innovative climate) to examine academics' career capital knowledge sharing behaviour. A survey was conducted through a questionnaire among 234 academics in Hong Kong self-financing institutions and the data was analyzed using SmartPLS - Structural Equation Modeling (SEM) technique. It was found that innovative climate of self-financing higher education institutions plays a mediating role in knowledge sharing intention among academics. The findings of this research help higher education institutions promote innovate climate and adopt innovative technologies to encourage knowledge sharing behaviour. Innovative climate fully mediates the relationship between knowledge sharing attitude and intention to share tacit and explicit career capital knowledge, as well as the relationship between senior management support and intention to share explicit career capital knowledge. Managerial implications are discussed and issues for further research are highlighted.

This paper explores how students participating in a co-curricular scholarship programme in a large Australian university develop their employability. It seeks to add to recent literature regarding different approaches to graduate employability through examining how participating students' capital acquisition is shaped by and internalised within the structure and culture of the scholarship. The paper also offers an example of how comprehensive and integrated co-curricular scholarship programmes can facilitate graduate employability. It suggests that despite curricular intentions to promote comprehensive and processual approaches to employability, students' employability internalisations are influenced by possessive and positional messages and cultural cues within the scholarship programme. These insights serve as important considerations for higher education institutions seeking to instigate or improve their employability curricula.