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Background: Interest in the role of employability in student–dietitian transitions is increasing. However, little is known about the cross‐cultural transition‐to‐work experience of Australian‐trained dietetic graduates of international backgrounds, as well as strategies to optimise work‐readiness. The present study aimed to explore graduates' career narratives and identify employability capitals that enabled successful transitions to work. Methods: A qualitative interpretive approach was employed via a cultural lens. Eighteen participants from five Asian countries who had graduated from an Australian university within 3–15 years, with work experience in Australia or in their respective home countries, took part in in‐depth interviews. Thematic analysis was performed, guided by the graduate capitals based approach. Results: Transition‐to‐work was dynamic and non‐linear; four themes and 12 subthemes identified: (1) upon graduation, participants felt ambivalent about their decision to either stay in Australia or return home, influenced by graduate visa restrictions, and individual perceptions of their ability to mobilise cultural strengths to gain employment; (2) to get a foot in the door, participants demonstrated resilience, embraced uncertainty and utilised social networks to increase employment opportunities in Australia and their home countries; (3) regardless of which country they worked, graduates reported struggling with their cross‐cultural identities in the workplace; and (4) eventually, these graduates appreciated their ethnic capital, thrived in their work and extended a helping hand to their junior cross‐cultural dietitians. Conclusions: Initiatives facilitating connections to the host country and supporting cultural and ethnic capital development, along with ongoing research reviewing employability capital applications, will benefit cross‐cultural dietetic graduates and the communities they potentially will serve. Key points: International student dietitians graduated in Australia often faced additional barriers in seeking employment compared to their domestic counterparts.International dietetic graduates had to choose to return to home country or stay for employment in Australia but their option was limited by residency rights and connections to the communities.For those who stayed, they demonstrated resilience, embraced uncertainty and utilised social networks to increase employment opportunities.For graduates who went home, they experienced back‐transition and translation of Australian dietetics knowledge in the Asian communities.Despite difficult circumstances, international dietetic graduates mobilised graduate capitals to optimise their transition‐to‐work journey and eventually found their cross‐cultural identity in the workplace. [ABSTRACT FROM AUTHOR]

BackgroundObjectiveMethodsResultsConclusionRecent research has identified six domains of work readiness: Practical Wisdom, Interpersonal Capabilities, Personal Attributes, Organisational Acumen, Profession Specific Knowledge and Skills, and Professionally Relevant Experiences.Using a case study, the aim of this study was to demonstrate the process of curriculum mapping to evaluate the alignment of a university program to the work readiness framework.A retrospective audit of curriculum material for one cohort of Macquarie University’s Doctor of Physiotherapy (DPT) was undertaken. Curriculum was categorized as declared, delivered, or assessed, mapped to the six work readiness domains through qualitative content analysis, and then quantitatively scored and expressed as percentages of maximum possible scores per unit, and average units scores per semester.Mapping curriculum to a six domain work readiness framework revealed declared, delivered, and assessed curriculum within all six work readiness domains, with varying contributions across the degree. Mapping revealed that the Profession Specific Knowledge and Skills domain had the highest coverage of declared (M = 63%, SD = 12), delivered (M = 88%, SD = 11) and assessed (M = 80%, SD = 7) curriculum, highlighting a strength of the program. The Personal Attributes domain had the lowest coverage of declared (M = 5%, SD = 5), delivered (M = 48%, SD = 24) and assessed (M = 29%, SD = 20) curriculum, highlighting opportunities for development.Mapping curriculum to a work readiness framework allows universities to consider alignment, and the strength and opportunities for the improvement of work readiness within its curriculum. [ABSTRACT FROM AUTHOR]

The role of a university education is to transform and develop communities through the production of academically competent graduates and research, as well as through knowledge creation. However, research has shown that the level of unemployment in South Africa remains high despite the increasing number of graduates. The Faculty of the Humanities at a South African university has been intentional in impacting communities by inculcating a culture of entrepreneurship among students. In this article, I reflect on a case study of students from various disciplines, at both undergraduate and postgraduate levels, who have been mentored in entrepreneurship, have registered a business, and interacted with communities to provide identified services. I follow a participatory research approach to engage the students in a reflection on their relationships with the community members and on the impact of their interventions on these communities. I also analysed the data collected through a focus group discussion and semi-structured interviews to identify common themes and determine the attributes developed by students as they engaged in entrepreneurship. The findings from the reflections demonstrate the humanities students’ perceived value of entrepreneurship on communities’ development and graduates’ employability.

AbstractThis study assesses how entrepreneurship education influences the entrepreneurial intentions and employability of students. It also investigates the mediation effect of entrepreneurial intentions on the relationship between entrepreneurial education and employability, as well as the direct effects on employability. In this research, a quantitative method was used to gather data from 397 university students through a survey questionnaire measured on a seven-point Likert scale using a convenience sampling method. We utilized structural equation modeling (SEM) to examine the data. A CMV model was used to evaluate the model’s fitness, validity, reliability and of the data, and an SEM technique was used to test the hypotheses. The study found that entrepreneurship education could boost students’ employability as well as their desire to start their own businesses. It shows how important entrepreneurship education is for learning the skills and knowledge needed to start a business. The study also suggests that having entrepreneurial intentions can enhance one’s employability. This study reveals a heightened understanding of how entrepreneurship education impacts on entrepreneurial intention and employability. These insights can guide improvements in entrepreneurship programs to align with local employment needs. Moreover, the identified mediator, entrepreneurial intentions, presents a targeted opportunity for intervention, suggesting practical ways to cultivate entrepreneurial skills and mindset, ultimately enhancing employability prospects in the region.

AbstractPurpose: The aim of this study was to examine perceptions of work readiness from Australian physiotherapy graduates and employers. Recent research has described four domains of work readiness: Interpersonal Capabilities, Practical Wisdom, Personal Attributes and Organisational Acumen. Methods: Responses regarding the challenges and facilitatory strategies during the transition from student to physiotherapist were collected using graduate and employer surveys and were thematically analysed using a qualitative, iterative approach. Responses were initially deductively themed using domains derived from prior research and further themes were identified inductively during analysis. Results: A total of 87 graduates and 174 employers participated. Thematic analysis supported the four existing domains of work readiness and an additional two themes (proposed domains) Profession Specific Knowledge and Skills and Professionally Relevant Experiences were identified. Overall, the six domains aligned amongst graduates and employers with nuanced differences. Graduates used an individual, short-term lens and employers with a team-based, long-term view. Conclusion: There was broad alignment between graduates and employers of challenges and faciliatory strategies within the six domains. The domains identified in this study provide a holistic view of work readiness and may be used as a framework to better prepare and support graduates, and to direct learning and development to enhance the transition into the healthcare workforce. [ABSTRACT FROM AUTHOR]

The implementation of the United Nations' Sustainable Development Goals in 2015 marked a new chapter in global development and laid the foundations for addressing inequalities that hinder holistic progress. However, gender gaps pose a significant threat to achieving these goals. Project DREAM (Developing Resilience, Education, Aspiration, and Motivation) sought to explore women's sense of aspiration, achievement, and lived experience in India, Syria, and the Philippines, as well as develop pilot interventions to address gender disparities. Semi-structured interviews with 69 young women from India, Syria, and the Philippines informed the development of three interventions, namely an aspiration and job skills workshop series in the Philippines, Motivational Interviewing training in Syria and the Philippines, and a social media presence and launch event worldwide. This paper presents the findings of this international project, identifying four key parallels underpinning women's lived experience: poverty, incomplete education, tradition, and patriarchy. Preexisting gender inequalities, aggravated by the widespread health, economic, and social disruption caused by the COVID-19 pandemic, must be urgently addressed to ensure that no one is left behind on the road to achieving the Sustainable Development Goals by 2030. [ABSTRACT FROM AUTHOR]

Education is considered to be one of the most critical factors when it comes to finding work or starting a business. However, for women migrants, other factors can have an even more decisive influence, since they are starting out with the double disadvantage they face as women and migrants. This manuscript sets out to identify and analyse the individual and external factors that affect the employability and entrepreneurship of women migrants. To do this, we conducted a systematised qualitative review of recent literature. The studies analysed address different aspects of integration and employment but agree on many of the factors that hinder employability and entrepreneurship, such as traditional gender mandates, racism, socioeconomic status, the migration process, age or human capital. However, the scientific literature continues to mask the reality of women migrants who face discrimination or inequalities derived, for example, from their belonging to the LGBTQ+ collective or their functional diversity. [ABSTRACT FROM AUTHOR]

Purpose and approach: This article presents the case for creating stronger connections between research on graduate and worker employability. We offer a narrative review of commonalities and differences between these research streams and offer thoughts and suggestions for further integration and mutual learning. Findings: We outline some of the main theories and concepts in the graduate and worker employability domains. Furthermore, we analyze how these show considerable overlap, though they have barely connected with each other yet. We also formulate an agenda for future research that would spur stronger connections between the fields. Finally, we turn to our fellow authors, reviewers, and editors to encourage a more open approach to each other's work that would enable more cross-fertilization of knowledge. Implications: We hope our narrative review, critical analysis and future research suggestions will lead to more collaborations and mutual learning among employability researchers in the educational, career and psychology areas. [ABSTRACT FROM AUTHOR]

Teenagers who drop out of mainstream education face risks of unemployment and social exclusion. In Sri Lanka, many students who fail to qualify for further studies at the GCE O/L examination consequently dropout from school education. The 13 Years of Guaranteed Education Programme (13YGEP) is a vocational subject stream introduced to the school curriculum in 2017 providing a new pathway for the students who fail GCE O/L to learn vocational subjects at school. The purpose of this study was to evaluate the short-term impact of the new vocational programme on employment potential and income of the youngsters. Primary data were collected from a sample of 200 participants living in Kandy district. Data analysis was performed using Chi-Square tests of independence and graphical methods. The results suggest that the vocational programme does not have a statistically significant impact on early employment potential. However, 15 percent of the teenagers who acquired vocational education have perused self-employment, an outstanding progress which none of the school dropouts in the sample could achieve. The students who left school and perused employment early earn more compared to those who studied vocational subjects, indicating that work experience contributes to higher early-career income. While the students who completed the programme appreciate the benefits, those who left school do not regret the forgone opportunity. The results highlight the importance of facilitating and supporting those who complete the programme to start new businesses. This is the first ever empirical assessment of the impact of the 13YGEP which is specifically targeted at GCE O/L dropouts in Sri Lanka. The long-term outcomes of the programme should be further studied in larger scale to evaluate its effectiveness. [ABSTRACT FROM AUTHOR]

The paper aims to examine the persistence of gender stereotypes in STEM education and identify opportunities to enhance the inclusivity and attractiveness of Vocational Education. The analytical part of the paper consists of quantitative and qualitative research. Through ordinal logistic regression, the determinants influencing female and male students' attitudes towards gender stereotypes and future careers in STEM fields are analysed. The qualitative part draws on focus group outputs to understand the challenges of this topic in greater depth. University students are more resistant to stereotypes than high school students. At the same time, men tend to believe in gender stereotypes more than women and nonbinary people. An important aspect is positive female role models, which eliminate this adverse persistent phenomenon and increase the inclusiveness of the learning environment for female students. University students are more likely to envision a future in STEM than high school students, and there were no statistically significant differences in the plans of male and female students. Non-binary students are more likely to choose a career in a different field. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Gestión de las Personas y Tecnologías is the property of Revista Electronica Gestion de las Personas y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The twenty-first century requires Vocational High School (VHS) graduates to have high-order thinking skills (HOTS). Although HOTS-based learning in VHS has been implemented in Indonesia, the graduates are less creative in complex work. Also, teachers have insufficient knowledge about this learning design. Therefore, the purpose of this study was to examine the relationship between learning implementation and planning, specifically focusing on the knowledge of teachers in planning lessons. To measure this knowledge, several aspects were established based on the concept of Anderson and Krathwohl’s Taxonomy 2001. The concept was used to measure knowledge, which was categorized into the factual, conceptual, procedural, and meta-cognitive dimensions. To analyze each dimension, critical thinking, creativity, collaboration, and communication were employed as key elements. A quantitative approach with a survey design and a random sample of productive subject teachers was used. Cross-sectional analysis and F-test were applied to the primary data using multiple linear regression. According to the F-test results, planning aspects simultaneously affect the implementation of HOTS-based learning in VHS. This is because the calculated F-value was greater than the table F-value. HOTS-based learning activities can be easily achieved in case the lesson plan has the same basis.

In EFL education for Engineering students, effective communication skills are crucial for academic and professional success. However, mastering these skills, particularly in the realm of presentation, poses a challenge. This study addresses the need to assess the impact of technology-assisted presentation skills on EFL Engineering students’ English proficiency. The primary aim of the study is to examine the influence of technology-assisted presentation skills on the English proficiency of fourth-year Moroccan Engineering students, who possess a minimum B2 level of English proficiency. The study focuses on three key sets of presentation skills, namely the ability to define and illustrate, categorise and describe, and compare and analyse engineering processes and products. The study employs a mixed-methods approach involving 183 fourth-year Moroccan Engineering students. Quantitative data is gathered through pre and post-tests, while qualitative insights are obtained from focus-group interviews. Data is analysed using both quantitative and qualitative methods to provide a comprehensive understanding of the impact of technology-assisted presentation skills. The findings reveal that students’ English proficiency improved significantly in the post-test compared to the pre-test, corroborating the main hypothesis. Specifically, students demonstrated significant enhancements in their ability to define, illustrate, categorise, describe, compare and analyse engineering concepts and products through presentations. This research highlights the effectiveness of technology-assisted presentation skills in enhancing the English proficiency of EFL Engineering students. The results underscore the importance of incorporating such skills into curricula to better prepare students for academic and professional communication. Additionally, the study emphasises the need for ongoing practice and gradual skill development to fully harness the potential of these presentation skills. These observations offer valuable implications for educators and institutions seeking to improve language instruction in engineering programmes and similar fields.