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Purpose: The present study explores the primary characteristics of employee training practices by way of analysing the employee training policies of the top two companies with the highest sales revenue in Turkey. The primary characteristics of employee training practices are examined within the scope of the corporate employee training activities and the practices to cope with the challenges in the organization of employee training. Methods: Employing qualitative approach, document analysis was conducted within the context of two cases. The two companies with the highest sales revenue in Turkey were selected as cases in the study. The companies were determined through criterion sampling in line with the financial performance based on net sales revenue, stability of financial performance and potential for corporate training policy development criteria. The six years of sustainability and activity reports of the companies were analysed through thematic analysis. The documents were analysed through thematic analysis using open coding. Employee training policies and practices were presented under the sub-themes of personnel training types, subjects of personnel training, training infrastructure, factors considered in the design of training processes and supportive practices for training processes. Findings: Employee training of the companies mostly consists of formal and non-formal training activities designed according to the needs of employees. These training activities aim at both occupational and personal development of the employees. The training activities, which are mostly organized with the use of internal resources, also allow employees to make their own personal development plans. The dominant common aspects of the employee training policies of the companies show that the successful integration of employee training to the career management systems increases the efficiency of training activities. The study results also illustrate that the employee training policies can be strengthened through corporate capacity development activities. Conclusion: Institutionalization of training practices that contribute to workplace learning has an important role in the financial gains of highly competitive organizations. The success of corporate training practices for employees requires both an effective design in terms of content and process and a strong establishment of corporate training infrastructure. The provision of formal and informal learning opportunities structured according to employee needs through a strong corporate training infrastructure and planning the career development of employees based on the outputs of training activities are the indicators of successful company performance. [Note: The page range (1-31) shown on the PDF is incorrect. The correct page range is 1-32.]

The COVID-19 pandemic caused an alteration in many industries. The utilisation of distance learning opportunities has rapidly increased. This study aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitudes and the relationship among these factors. This cross-sectional study was conducted through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of study attended the research. The data was collected via the Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). When the total points from the attitude scale towards distance learning are compared, there is no significant difference in gender, branch, institution, or working at the weekends, but age, educational background, having a child, and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers' incomes should be considered an essential factor. The reasons for the fact that teachers still prefer in-person education should be investigated. Physical condition sufficiency can be related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.

This paper analyzes the impact of college athletic reclassification for educational institutions in the United States. Most of America's colleges and universities offer athletic opportunities for their students under NCAA governance. The level of competition and associated resource requirements range from relatively low (Division 3) to high (Division 1). In recent years, there has been an increase in the number of institutions that have either reclassified to a higher division, or publicly considered such a move. The resource obligations of reclassification are significant, and administrators must carefully weigh expected benefits and costs with respect to the institution's mission and vision. While several studies (Bell, 2017; Schwarzber, 2014; Frieder & Fulks, 2007; Tomasini, 2005) have focused on reclassification from Division 1-FCS to FBS--the highest level of competition--less attention has been paid to colleges in Division 2 and 3--which comprise two-thirds of NCAA membership. Our study addresses a gap in the literature by analyzing athletic reclassification among schools moving up from Division 2 to Division 1 (FCS and no-football) during the period of 2001-2018. Drawing upon multiple data sources, we construct a panel of 33 schools (14 treatments and 19 controls) to evaluate the impact of reclassification on applications and athletic department budgets. Results from quasi-experimental methods (difference in differences, event study, and synthetic control models) suggest that reclassification significantly increased basketball program revenues and athletic department expenses among the treatment schools. However, we do not find evidence that reclassification raises student applications in the short term.

Purpose: This study aims to examine the effects of vocational training programs for people with disabilities on their income. Design/methodology/approach: It conducted a multinomial regression analysis of 10,469 survey responses from 31 provincial administrative areas in mainland China. Findings: It finds the following antecedents all influence the trainees' self-reported income, including their perception of the quality of the program, the training subject, the degree of consistency between their current job and this subject, their employment sector, their motivation and access to training resources and the geographical location of the program. Research limitations/implications: The findings are not representative of people with disabilities across mainland China because the respondents were not randomly sampled. Practical implications: The findings suggest that to increase the income of people with disabilities, the training can be designed according to the needs of employers by teaching subjects relevant to the needs of the labor market, reaching out to motivated trainees and enhancing the quality of training. Training institutions, employers and governments are recommended to work together to integrate class-based learning with workplace-based learning and practices. More training resources can be devoted to the self-employed people with disabilities or those who operate in the informal sector and are in less-developed areas. Social implications: The improvement of employment opportunities and income of people with disabilities supports the safeguarding of their social economic rights and the building of an inclusive society. Originality/value: Few studies have empirically explored and explained the effects of vocational training programs on people with disabilities' income. This article fills this gap by assessing the performance of China's vocational training programs funded by the Federation of Disabled Persons at all levels.

Ensuring a stable pool of teachers is critical to building a pipeline of future workers, especially in career and technical education (CTE), where programming can lead to immediate post-school employment or postsecondary enrollment. We use longitudinal state data with unemployment insurance records to document workforce dynamics among CTE teachers. We find that teachers in hard-to-staff CTE areas are more likely to leave teaching and are difficult to replace, creating net reductions in the number of students who can be served. We demonstrate that teachers with the greatest likelihood of leaving are also those who earn the most money in their post-teaching employment, suggesting actionable dimensions for policies to help retain or recruit teachers in these areas.

Homeless and low-income students share multiple overlapping risk experiences; however, some studies report little to no observed differences in outcomes between these students. From the cumulative risk perspective, homelessness is perched at the extreme edge of economic insecurity, suggesting that homeless students encounter additional hardships beyond poverty experiences alone. Using a continuum of risk framework, this study leveraged statewide administrative data from a 6th grade cohort of Maryland public school students (N = 52,610) to investigate the association between homelessness and educational and early labor market outcomes, above and beyond the associations linked to poverty. Findings provide support for the continuum of risk in relation to educational outcomes; however, no significant differences were observed in early labor market outcomes, although racial differences were detected. This study underscores the importance of targeted interventions in promoting positive, long-term outcomes, particularly for students who were homeless in adolescence.

Precarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war.

Introduction: Intimate partner violence (IPV) is a public health problem that impacts approximately one in three women worldwide in their lifetime. The purpose of the study was to explore the lived experiences of women teachers and violence in Kenya. It also explores the intersection between intimate partner violence, HIV risk, and gender inequality. Method: Data were collected through two focus groups of a total of 15 women teachers. We recruited women ages 21-44 from two geographically diverse urban and rural schools. The data were analyzed using a thematic analysis method to identify text themes and meaning patterns. Results: Three contextual experiences emerged: socio-cultural influences of gender norms, masculinity and patriarchy; uneven power dynamics; and institutionalized gender inequality. Discussion: Findings suggest that education alone is not sufficient to end GBV. Comprehensive and gender transformative governmental policy approaches are needed to mitigate GBV in Kenya.

This quantitative study examined the material hardships experiences of LGBTQ students at research universities. Using a series of regression analyses, we find relationships between students' sexual identity and experiencing material hardship, including differential relationships when disaggregating by sexual orientation. These results identify unique experiences for students based upon their sexual orientation and expand understandings of LGBTQ students' experiences with material hardship beyond community colleges or aggregate understandings.

Purpose: The implementation of income-generating still faces problems, such as the lack of well-established internal control and differences in implementation in each unit. This study aims to analyze internal controls, financial viability (FV) and leadership qualities (LQ) in the implementation of income-generating in Indonesian higher education. Design/methodology/approach: This study is quantitative and uses a causal approach. The population of this research is the unit leader and the person in charge of the activity that generates income, with a total sample of 111 people. The sampling technique used is simple random sampling. Data were analyzed using moderation regression analysis (MRA) with the WrapPLS (partial least square) analysis tool. Findings: The results indicate that internal control and FV significantly affect the management of income-generating. The existence of LQ as a moderating variable can moderate and weaken the influence of internal controls and FV on the management of income-generating. In this finding, the unit leader and the person in charge of activities that generate income in higher education need to improve managerial skills, including ethics, uphold integrity, clear vision, quick adaption, honestly and trust so that the management of income-generating can achieve higher education goals more effectively and efficiently. Research limitations/implications: This research shows that universities need to create a good environment to build an ecosystem that can improve the management. The university encourages the good management by strengthening the leadership. However, the research has a limitation: the study was only conducted in one state university. Originality/value: The implementation of income generation in the public financial management system of legal entity universities requires accountability for sources of income so that internal controls and the role of finance are needed to ensure the continuity of universities.

Swedish universities and colleges have received a substantial funding increase since the turn of the millennium, as part of continued policies of expanding the admission of students to higher education to broader layers of the population and strengthen Swedish public research and development to increase the competitiveness of the Swedish knowledge-based economy. In this article, publicly available statistics are used to trace how this increase in funding has been used by the sector. Comparing figures on income (base grant for research, third-party funding and base grant for education) with statistics on personnel and student enrolment as well as data on actual expenditure, the article draws some conclusions that are used to discuss some common misunderstandings and erroneous beliefs, including claims of a 'depletion' of the base grant for research and an uninhibited growth of the number of administrative staff, which are common themes in the Swedish and international debate over higher education.

Changes in government policy and funding structures, alongside a rapidly evolving (international) market for education have made education provision a key revenue driver for UK higher education institutions. In this setting, the Russell Group of Universities (RGU), a self-selected association of elite, research-intensive universities and Business Schools (BSs) appear to be at the forefront of commercialising their educational activities at an institutional and a discipline level to enhance revenues. Using interview evidence from established academics, and drawing on the framework of academic capitalism and notions of morality in higher education, respectively, this study explores the play-out of the commercialisation of educational activities at a selection of RGU BSs and its implications for education provision. Results suggest major shifts in university cultures and systems - aligning them to capitalise on the market for (international) education. Activities include the creation of a suite of demand- and efficiency-led programmes in response to market intelligence, establishment of financial targets to nurture growth, efforts to seek out new markets and influencing admissions practices. The ensuing changes have disrupted extensively the educational spaces at the micro level in which meaningful learning for business students, as nurtured by values of academic care and responsibility, can take place. Operating at a distance from their students and in restrictive ways in response to large student numbers, faculty are limited in the extent to which they can enrich these students' experiences and enable them to reach their full potential.

With the growth of open access (OA) journal publishing, a myriad of funding models has emerged to serve as an alternative to the traditional subscription model. Models that impose author facing charges are inequitable, favoring well-resourced authors and institutions, and continue the dominance of publications from the Global North. This exploratory study critically examines the current state of funding OA journal publishing and the disruptive role of library publishing programs. We conclude with a discussion of the potential of the LYRASIS Open Access Community Investment Program as a tool to support library publishing programs to sustainably fund inclusive OA journal publishing.

Fluctuations in U.S. college football team performance have been shown to have impacts on the student experience. This study explores the long-run implications, examining the impact of college football team performance relative to the period of student attendance on future earnings. Better college football team performance during the early years of school attendance increases average wages of male students, but does not impact female wages. Supplemental evidence suggests that positive shocks to student social networks may partly explain the positive impact on earnings. Better team performance near the time of graduation increases average wages for both men and women.

This study examines the influence of the COVID-19 pandemic on anxiety and depression symptoms among college students, paying special attention to gender-related differences. To do that, we use data from a special survey applied to all students from one of Mexico's largest universities six months after the start of the COVID-19 pandemic. The survey was applied online through the university's IT platform, obtaining a response rate of 48.2% and a final sample of 66,067 students. We follow an empirical strategy commonly found in the literature that involves the use of a Negative Binomial Regression Model on two mental health scales: the Hamilton Anxiety Scale and the Zung Depression Scale. The loss of household income and the resulting necessity to participate in the labor market, as well as the lack of sufficient infrastructure to face confinement and online study, were identified as the two main pathways via which the COVID-19 pandemic harmed the mental health of college students. Although female students presented higher rates of anxiety and depression and were more affected by the vulnerable economic and labor conditions of their families, male students were more affected by the lack of availability of space and equipment to attend online classes at home. Since the most economically disadvantaged students experience higher rates of anxiety and depression, particularly among women, this could have medium and long-term effects in terms of economic and gender inequality. These findings highlight the need for specific prevention and intervention initiatives to alleviate anxiety and depression.

In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.

Purpose: China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013-2018). Design/Approach/Methods: The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings: Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value: Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

The aim of this research is to discover the views of school principals on school financing and to generate alternative suggestions for a better financial management system. For this purpose, 16 high school principals were interviewed through a purposeful sampling method from different socio-economic environments in a large city center of Turkey. A semistructured interview form was used in this qualitative study, and the data were analyzed by using content analysis. The results indicated that the administrators are negatively affected whilst providing financial resources and therefore cannot devote enough time to their primary duties. The socio-economic environment of schools plays an essential role in providing finance. A crucial action that needs to be taken is to give principals the authority to generate income from non-governmental sources to finance their school's operation and renovation expenses. This would not require them to contribute any portion of this income to the central government's revenue.

In order to socialize, get rid of stress and the routine of daily life, relax, and return to work more efficiently, people plan their vacation time in advance, work for this plan, save money and even go into debt. In this regard, this study aims to examine the relationship between the planned behavior levels of university students who tend to tourism activities as a leisure behavior and their motivation to participate in tourism activities and to examine which independent variables affect these two variables and how. Within the scope of the study, a face-to-face survey was conducted with 603 university students studying at state universities in Ankara, Eskisehir, and Izmir. In the first part of the study, the theory of planned behavior is introduced and explained with its sub-dimensions. In the second part, the concepts of motivation and satisfaction in tourism are discussed. As a result of the analysis, it was determined that planned behavior in tourism is affected by gender and income variables, especially in terms of perceived behavior control, and also, planned behavior positively affects the motivation for participation in tourism. As a result of the research, the fact that we have to plan and design every activity we will do in advance, due to both Turkey's socio-economic situation and the fact that the working population is in the majority, directs us to more accessible and cheaper activities. Since recreational activities are more easily accessible in this regard, participation of both university students and their parents in such activities will cause both the budget and more activities to be intertwined, not only tourism-oriented but also every month of the year, they will be able to relax, develop and rest with a certain quality and inexpensive activities. In this regard, certain stereotypes of our society should be helped to break down, and their participation in recreational activities should be provided more intensely. [Paper presented at the Future Trends in Leisure and Recreation (FTLRC22) Congress (Online, January 20-21, 2022). Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

The market-based imperatives driving economic growth in Western societies have, in ways, both acknowledged and implicit, been used to reorient public institutions - academia dramatically so. This article deals with upending of post-secondary academic hiring priorities, and the impact on the adjunct or sessional lecturers implicated in the change. Over half of the courses offered by academic departments and programs in Ontario, Canada, are now taught by part-time faculty members (Pasma & Shakes, 2018). Their use in post-secondary education is underpinned by a notion of just-in-time course delivery in a free market of untenured PhD holders. This study assessed 26 adjuncts in Ontario, Canada, equally divided between male and female. It found working conditions, development of research dossiers, and health and work-life balance to be characterized by gendered differences and hardships. Although the difficulties of post-PhD adjunct work have been abundantly documented, this work brings to light components of the experience that have not been previously studied, most significantly, its health effects and gendered nature. It concludes with policy recommendations to support adjuncts in Ontario and beyond, including mentorship, longer term contracts, institutional research funding, extended health benefits, and affordable childcare.

Career development of Science students seems dependent on more than disciplinary education, such as the nature and focus of career preparation. In this study we compare graduate outcomes of science students at the University of Groningen, completing two master-level program streams with different focal points, by using career progress surveys from alumni (n=242) with self-reported societal development data. The first program is a classical research-oriented master (ROM), that aims to prepare students for a career within academia. The second program, called Science, Business and Policy (SBP) focusses on a societal profile and aims to prepare for a career outside academia. SBP is different from ROM because it has a practical and multidisciplinary orientation (vs a theoretical and mono-disciplinary orientation in ROM) and it includes a long work-placement outside academia, a form of work based learning. The differences in the tracks translate to differences in career paths. Both profiles resulted in good but distinct career opportunities, corresponding to alumni's discipline and sector. Although ROM-alumni felt especially prepared for an academic career, only a quarter actually continued in academia and many we employed in education. In contrast, most SBP-alumni were employed in business or policy. Targeting specific job preparation seems more successful with a societal profile. Reflecting on skills, in both groups research-related skills decreased during careers while soft skills increased. Alumni were generally satisfied with their first job and also with their current job, with SBP-alumni scoring significantly higher on satisfaction with income, status, appreciation and perspective. It can be concluded that diversification in educational profiles changes the societal career paths of science students. [Note: The page range (119-121) and (104-135) shown on the PDF is incorrect. The correct page range is 119-135.]

Very little has been published reporting on long-term outcomes experienced by young adults (aged 19 to 34 years old) who participated in 4-H youth development programs. We adopted Gambone et al.'s (2002) framework advancing three long-term outcomes for early adulthood: economic stability, health and well-being, and community involvement. With cross-sectional survey methods, we compared long-term impacts between 693 California 4-H young adult alumni and 373 young adults in a U.S. general population sample who had not participated in 4-H. The results demonstrated that 4-H alumni report more positive long-term outcomes than the U.S. general population sample. The study contributes to the dearth of research around long-term outcomes, may be useful for marketing and funding, and will help better understanding the public value of Extension.

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.

Informal Student Carers (ISC) are students across the UK who provide unpaid care to a friend or family member needing support. We explored the lived experiences of ISCs and the challenges they faced throughout the COVID-19 pandemic. A scoping review, questionnaire-based survey and volunteer interviews were undertaken to identify the themes which predicate ISC's experience during the COVID-19 pandemic. Our research showed that a combination of financial concerns, time constraints, and the lack of visibility of student caregivers all contributed to this student group's poor mental health during the COVID-19 pandemic. Educational institutions have an obligation to be informed and support the unique and varied needs of ISCs.

Discovering the causes of satisfaction and dissatisfaction is one of the primary goals of job satisfaction studies, and also it has a connection with several important factors. The present study investigates the relationship among Iranian EFL teachers' experience, age, gender, income level, and job satisfaction. To this end, 104 male and female EFL teachers in Urmia, Iran was selected based on convenience sampling design. The participants were asked to fill out an online Job Satisfaction Index (JDI) questionnaire. It evaluates a person in six areas: the nature of the job, supervision, coworkers, promotions, salaries, and benefits, and working conditions. The questionnaires were analyzed by SPSS. In order to investigate the hypothesis, a parametric correlation coefficient was used. The results revealed there was a connection between experience, age, income level, and job satisfaction. However, the gender-job satisfaction connection was determined to be insignificant. It implies that job satisfaction is irrelevant to gender. The implication of the present study can be beneficial to supervisors, institutes, and administrators. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for v8 n1 is 2023.]

The scope and breadth of the COVID-19 pandemic were unprecedented. This is especially true for business continuity and the related area of cybersecurity. Historically, business continuity and cybersecurity are viewed and researched as separate fields. This paper synthesizes the two disciplines as one, thus pointing out the need to address both topics simultaneously. This study identifies blind spots experienced by businesses as they navigated through the difficult time of the pandemic by using data collected during the height of the COVID-19 pandemic. One major shortcoming was that most continuity and cybersecurity plans focused on single-axis threats. The COVID-19 pandemic resulted in multi-axes threats, pointing out the need for new business strategies moving forward. We performed multiple regression analysis and constructed a correlation matrix to capture significant relationships between percentage loss of revenue and levels of concern for different business activities moving forward. We assessed the most pervasive issues Florida small businesses faced in October 2020 and broke these down by the number of citations, the total number of impacts cited, and industry affectedness. Key security risks are identified and specific mitigation recommendations are given.

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.

The purpose of this study is to investigate whether there is a relationship between social studies teacher candidates' attitudes towards purchasing geographically indicated products and their status as conscious consumers. The study was carried out with a total of 211 teacher candidates studying at two different state universities in Turkey in the spring semester of 2022-2023 academic year. The relational survey model, one of the quantitative research types, was utilized in the study. The data in the study were collected through the Attitude Scale Towards Buying Geographically Indicated Products, developed by Yüce & Korucuk (2020), and the Conscious Consumer Scale developed by Bugday (2015). The SPSS 22nd statistical program was used in the analysis of the quantitative data obtained. As a result of the study, the following findings were attained. It was found that the attitudes of teacher candidates towards purchasing geographically indicated products and their state as conscious consumers did not demonstrate a statistically significant difference in terms of gender; similarly, it was observed that there was no significant difference in terms of the "parent average monthly income" variable. Nevertheless, it was revealed that there was a positive and significant relationship between the attitudes of pre-service teachers towards purchasing geographically indicated products and their status as conscious consumers.

This research to be conducted in South Sulawesi by taking several schools as a sample of the teaching population from couples of private senior high schools and Madrasah Aliah school. The research objectives were to identify and explain the relationship among school economic performance, teacher quality, income and consumption expenditures that were affected by the effects of the COVID-19 pandemic. The finding showed that the economic performance had a positive relationship with teacher quality, the two variables had also positive relationships with income level and household consumption for both senior high school and madrasah teachers during and before pandemic time. The relationship between the two variables for the general teacher diet is strong, while the madrasa teacher is very weak. But for non-food the opposite happens. During the COVID-19 period, there was also a positive relationship between the two variables, but there was a decrease in the level of strength of the relationship for the two consumption expenditure groups, both madrasah teachers and general teachers. Furthermore, it was shown that COVID-19 had decline the economic performance as well as the level of income and consumption expenditure of teachers.

The economics of distance higher education have not attracted enough attention. Few studies have analyzed the different returns to distance higher education at various income levels. Based on empirical analysis of data from China Family Panel Studies (CFPS), this study explored the differences of return to distance higher education at different income levels by using Mincer earnings function and quantile regression. Compared with face-to-face education, the study found that distance higher education brought considerable benefits to learners. While the return to face-to-face higher education has continued to decline, return to distance higher education has risen. Comparing the returns to distance education at different income levels showed that low-income groups obtained greater benefits from distance higher education, which can help to improve the income of vulnerable groups and promote social equality. China's distance education institutions should promote the idea that distance higher education can improve the income growth of low-income groups, and increase the financial support for low-income groups to access distance higher education.

This paper aims to assess the degree of the income diversification of the UK higher education providers as a component of their overall financial resilience. In addition, we investigate a correlation between ranking, income diversification, and income size. The main research question is whether the higher ranking of the universities, in particular, is associated with higher income and higher diversification relative to lower-ranked universities. To measure income diversification using descriptive statistics, we use Hirschman-Herfindahl Index (HHI), Corrected HHI, and Revenue Diversification Index (RDI). We covered a period of ten years, from 2010/11 to 2019/20. The findings reveal that a higher ranking of the universities measured by both ranking systems has been significantly positively correlated with the size of income and income diversification and negatively correlated with income concentration.

The study employed a quantitative research design using the general survey model to understand a large research population without intervening in variables. It involved 552 teacher candidates from an education faculty in Eastern Anatolia, Turkey, with 142 males and 410 females participating voluntarily. Data were collected using the Computer Game Motivation Scale (CGMS) with 17 items and five sub-dimensions (Concentration, Enjoyment, Escape, Learning, and Socialization), assessed on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). The reliability coefficients (Cronbach's Alpha) ranged from 0.77 to 0.95 for scale structures and were 0.94 for the entire scale. Internal consistency coefficients for sub-dimensions varied from .78 to 0.94, with 0.93 for the overall scale. The information form included gender, department/unit, perceived income status, and place of residence inquiries. Male students had higher gaming addiction scores than females, and those in verbal programs scored higher than numerical programs. 2nd and 3rd-year students had higher gaming addiction scores, and students with a perception of very poor income also scored higher in gaming addiction. Interestingly, the place of residence did not significantly affect gaming addiction, likely due to widespread internet and technology access. In summary, this study highlighted how gender, program, class level, and income perception impact gaming addiction among university students, while place of residence does not seem to play a significant role.

This study aimed to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. Three hundred eighty teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. The findings emphasize the importance of pre-service teachers for their future careers to have 21st-century skills such as information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career consciousness. It has been concluded that teacher training programs should be designed to support teacher candidates in acquiring 21st-century skills and developing their professional competencies.

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]

Graduate transitions and pathways do not naturally involve moving smoothly or sequentially from education into the world of work. Instead university graduates move through employment, entrepreneurship, unemployment and continued further education as they generate livelihoods. For African universities to be student-centred, with a focus on student development and success, the nature of these livelihood pathways must be examined in order to provide appropriate and relevant training and transition support. This article uses quantitative and qualitative data from African graduates who received a scholarship to complete their degrees at 21 universities (nine in Africa and 12 from other countries). Their post-graduation pathways are mapped and explored to determine how graduates generate livelihoods. The findings show that a minority of African graduates move smoothly from education into employment, and that for the majority, pathways are multidimensional and complex. While some move into the world of work with ease, most develop portfolios of income. By developing initiatives based on these findings, universities can help graduates navigate the challenges of income diversification, provide them with the necessary skills and resources, and foster a supportive ecosystem that encourages entrepreneurial thinking and diversified career paths.

This study comprehensively examines the relationship between income and technology and its impact on health outcomes. The authors demonstrate how technology spending enhances well-being and contributes to GDP per capita by increasing labor force participation and production levels. Conversely, income growth leads to increased public health spending in affluent countries. The study begins by delving into demographic insights, utilizing statistical methods to explore the relationship between income levels and technology's impact on health. Subsequently, the study analyzes the relationships between income, healthcare, technology, and health status. Data gathered from a sample of 500 individuals in the UAE between August 2022 and February 2023 highlights the substantial impact of digitalization on public health, particularly in urban areas with middle-income earners. The questionnaire was used to collect data from respondents and was analyzed through SPSS. The research findings also reveal that income inequality can influence the effect of digitalization on health. This study contributes to the advancement of digital health research, offering valuable insights into the role of technology in promoting sustainability in health and essential services.

The purpose of this study was to describe the relationships between financial literacy and financial capability rates of 18-24-year-olds and formal financial education in public K-12 schools. Though much has been studied about financial education, financial literacy, and financial capability, there are few clear answers about the relationships among the three. This study unpacked associations and relationships between financial education in public K-12 schools and young adults' financial literacy and financial capability. Using extant data from national surveys about financial literacy and financial capability in 2015 and 2018, this study determined there was rarely a significant difference in young adults' financial literacy and financial capability as related to the level of financial education they received in high school. Such information is important because it can reveal the differences in outcomes of various levels of formal financial education; this information can be used to shape policies and implementation that will provide the greatest positive impact for individuals and, in turn, the nation.

Online higher education has been a success in part because it is less costly to students and governments than conventional education, so both students and governments receive higher returns on their investment than in conventional higher education. However, many online institutions appear to have considerably lower graduation rates than conventional education--the so-called online education deficit that reduces its advantage. This deficit can be reduced through online education institutions investing money in both their course design strategies and their student support, including teaching. This article focuses on student support and suggests that if support increases student retention, institutions will receive a financial return through increased income. It argues: if that increase in income can then be managed to be greater than the original investment, institutions will make a positive return on the investment--that is, a surplus. That surplus can then be reinvested in further student support and potentially increase student success still further. The article then determines what those returns on investment might be in various scenarios depending on institutional funding arrangements. These determinations produce a series of formulae in which actual financial figures can be substituted to calculate those returns.

Much of modern education has focused on developing individuals' skills to be productive parts of society. The developed skills can become enablers of financial stability, independence and economic security. Yet, on a relative basis, considerably less effort is expended on building the financial skills for individuals to preserve their wealth and assets. As a result, for certain consumer segments, lack of financial education can become a source of hardship. In this study, we use data from the U.S. Financial Industry Regulatory Authority's (FINRA) 2021 "National Financial Capability Study." The correlation between financial literacy and long-term financial behaviors is empirically examined and further dissected by gender and income, to identify population segments who may be vulnerable due to lack of adequate financial education. Significant patterns of financial literacy scores are identified, highlighting the need to enhance financial education offerings to vulnerable consumer segments.

This study examined how high school course-taking patterns (i.e., career and technical education [CTE] vs. academic vs. no concentration), personal characteristics embedded in a social cognitive theory framework (e.g., self-efficacy, academic expectations), and contextual variables (e.g., parental expectations, socioeconomic status [SES]) interact with each other in the prediction of students' income and job satisfaction 8 years after graduating from high school. Using a nationally representative data set (the Educational Longitudinal Study of 2002), we found significant differences by sex and course-taking pattern in the prediction of income: Among men, CTE concentrators had the highest income, whereas among women, academic concentrators reported the greatest earnings. We observed similar levels of job satisfaction among academic and CTE concentrators. We also found that SES significantly moderated the effect of English self-efficacy and academic expectations in the prediction of income and general effort in the prediction of job satisfaction. Our findings highlight how a social cognitive framework can be used to investigate the links between high school course-taking, personal and contextual factors, and job outcomes. They additionally suggest the need to consider a broader set of outcomes for evaluating the benefits of CTE participation.

Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace.

This study aims to investigate: (1) the construct validity of the "Blended Learners' Online Component Challenges" BLOCC scale; (2) the internal reliability of the scale; and (3) the differences between blended learners' online component challenges according to different socio-demographic variables for Sport Science students. The sample of the study consisted of 263 students enrolled in blended learning classes at the School of Sport Sciences/University of Jordan. The BLOCC scale was used to collect the required data. The scale measures the four different online component challenges: (1) Self-Management Challenges (SMC); (2) Technology Competency and Literacy Challenges (TCLC); (3) Student Isolation Challenges (SIC); and (4) Technological Sufficiency and Complexity Challenges (TSCC). BLOCC scale proved to be valid and reliable (four items were omitted). The overall fit statistics for the hypothesized four factor model (chi-squared (df = 2.69) = 603.47, p < 0.001, (RMSEA) = 0.08 indicated a moderate and acceptable fit to the data representing the latent factor structure. Discriminant validity ranged between 0.53 and 0.70, Item-to-total correlation (0.55 and 0.72), Cronbach Alpha (0.72 and 0.86), and composite reliability (0.74 -0.95). Results of the study revealed that male students, students who have no internet accessibility, and those who have no previous experience in blended learning classes, all encountered significant higher levels of all BLOCC subscales. Older students (26-30 years old), and those with the lowest total income/month (< 500 JD) encountered significant levels of TLCC and TSCC. Students with lower literacy in computer skills level encountered significant differences in SMC, TLCC and TSCC. We encourage future studies to propose and implement curative approaches to face such online component challenges.