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Higher education (HE) has become a common pathway into game development careers. Previous research with students and educators has shown how game development HE exemplifies a "creative industries" approach that seemingly marries technical and creative skills, professionalism and passion, and individualistic entrepreneurism and interdisciplinary collaboration. However, little research has considered the varied institutional contexts such students and educators find themselves entrenched in. In this article, we argue that game development HE does not simply marry the technical and creative but is instead torn between different disciplinary cultures, ideologies, and aims. Drawing from data on 119 game development HE programs in Australia, we show that while game development HE is consistently positioned as a pathway toward student employability, just what skills and identities are emphasized as crucial for such employability varies pending on the program's institutional context—ultimately showing that combining creativity and technology is neither a straightforward nor neutral process. [ABSTRACT FROM AUTHOR]

The widespread impact of the COVID-19 pandemic has disrupted numerous facets of life, including education, career paths, and employment opportunities, affecting individuals, communities, and economies worldwide. This study delves into the realm of employability among Malaysian graduates post the COVID-19 crisis. Malaysia, known for its distinct socio-economic landscape, offers a captivating backdrop to explore the diverse challenges and opportunities faced by graduates seeking stable and meaningful employment in the aftermath of the pandemic. Employing SWOT analysis, this research comprehensively investigates the employability experiences of recent Malaysian graduates by drawing insights from a focused selection of literature concerning graduates' employment and its interplay with the Covid-19 situation. The study's outcomes highlight the critical need for adaptive policies and educational initiatives tailored to equip graduates with the essential skills and adaptable mindset required to excel in an evolving post-pandemic job market. Above all, the study underscores the significance of understanding and addressing the unique nuances of the Malaysian context while offering insights that can potentially benefit other regions grappling with similar employability challenges triggered by the pandemic's aftermath

Abstract Background The Bolsa Família cash transfer Program (BFP) aims to break the poverty cycle by providing a minimum income to poor families conditioned on their investment in human capital (such as, education and health) and currently is the largest Program in the world in terms of the number of beneficiaries. Because there is a scarcity of reviews grouping studies on the impacts of the BFP, the objective of this scoping review was to identify and describe studies which evaluate the impact of the BFP on poverty, health, education, and other related outcomes. Methods We searched for quantitative, qualitative, and mixed-method articles that assessed the impact of the BFP on any aspect of the beneficiaries' lives between 2003 and March 2021. We included quantitative articles that used experimental, quasi-experimental or pre and post comparison designs. We excluded articles that analyzed impacts on political outcomes. There was no age restriction for the participants. The search was done in seven electronic databases. Results One thousand five hundred forty-six papers were identified and 94 fulfilled the inclusion criteria. Poverty and health outcomes were the most common outcomes studied. We found consistent evidence of the positive impact of the BFP on poverty reduction, as well as employment outcomes. We also found positive impacts in relation to mortality rates for children and adults, school dropout and school attendance among children and adolescents, and violence related outcomes such as homicide, suicide, crime, and hospitalization. However, we also found some evidence that BFP increased intimate partner violence and gender stereotypes among women and no evidence of impact on teenage pregnancy. Conclusions Overall, the studies included found that BFP showed positive impacts on most poverty, health and education outcomes. More studies are needed to confirm some results, especially about violence and stereotype against women as there were few evaluations on these outcomes.

Much has been written about the necessity for graduates to be aware of their skill set and transferability for the workplace. Degree programs in Scotland have long relied on guidance from the Quality Assurance Agency (QAA) on the taxonomy or wording of level learning outcomes (LLOs), which are the building blocks of degrees. More recently, a meta-skills framework created by Skills Development Scotland (SDS) offers clarity around meta-skills and suggests relevant wording, but these do not always align with academic taxonomies. The current research sought to explore the relationship between LLOs and meta-skills further from an academic and student perspective. A qualitative approach consisting of staff interviews and student focus groups from a range of creative business courses was adopted. A thematic analysis revealed gaps in staff and student understanding of LLOs and meta-skill terminology. The findings support the argument that skills should be linked more obviously to modular learning and recommendations are made as to how these could be communicated effectively to aid understanding around the transferability of university-acquired skills to the workplace.

Purpose – In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice. Design/methodology/approach – Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes. Findings – The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses. Practical implications – Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects. Originality/value – The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

Purpose – This paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size. Design/methodology/approach – The paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined. Findings – The paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them. Research limitations/implications – Because of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios. Practical implications – This paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond. Originality/value – This paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

The progressive robotisation and the introduction of artificial intelligence imply economic and social changes. In this paper, we investigate their impact on the occupations of recent Spanish graduates and examine how graduates with different skills can expect their occupations to be transformed by the digital era. To this end –using a three-step approach—we first map occupations in terms of the level of the transformative and destructive effects of digitalization, and determine which groups are most threatened. Second, we characterize the technological occupational groups according to dimensions related to worker and job requirements, such as abilities, skills and tasks performed. Finally, we explore the influence of educational background on the probability of belonging to each group. The analysis relies on three data sources—the main one being microdata from the Survey on Labour Market Insertion of University Graduates (EILU-2019)—which provide exhaustive information about students' education and training during and after their degree. Results show that only about 15% of graduates hold jobs that have a high probability of being replaced by machines over the next 10–20 years, although a significant number will still face changes in their occupations that will affect skill requirements. Graduates working in these occupations will need a high level of flexibility if they are to adjust to rapid changes and not be displaced. Moreover, certain features of students' academic background –such as the field of study or more formal education– play a key role and offer some tips to mitigate possible disruptions in graduate employability. [ABSTRACT FROM AUTHOR]

This paper explores the relations between parental background, the education level reached and the socioprofessional position of children during their transition to adulthood. The paper links segmented assimilation and institutional theories with a life-course approach. It tests three types of mechanisms of the relationship between parental background and children's lifecourse, which are the critical-period model; the path-dependency; and the cumulative-effect model. The paper uses data from the LIVES-FORS cohort panel survey and develops techniques of Bayesian network modelling. The sample is composed of 788 young people educated in Switzerland before the age of 10 with Swiss or non-Swiss origins interviewed five times from 2013 to 2017. The paper provides striking results of path dependency-effect models. It shows no correlation between the geographical origin of the parents and their children's success at school. The professional position of the children of migrants seems only correlated to their educational capital and gender. [ABSTRACT FROM AUTHOR]

Despite the great potential of agribusiness that can lead to job creation employment and economic prosperity, the majority of the youths seem to have jettison the economic opportunities. Specifically, the study objectives are to ascertain the components that motivate Nigerian youths to set out into agribusiness in rural communities, examine the challenges of Nigerian youths' employability skills in agribusiness of the rural communities in southwest Nigeria, and assess the mechanisms to confront the challenges being faced by Nigerian youths' employability skills in agribusiness of the rural communities in southwest Nigeria. The study adopted a descriptive survey design. A questionnaire was used to collect adequate data from the target respondents (youths in agribusiness), with a sample size of 100. Multi-stage sampling technique was adopted to sample the rural communities and the respondents. The study reveals that the inability to get a job pushed youths into agribusiness (71 per cent); lack of insurance policy towards agribusiness (88 per cent) and regular training towards incubation purposes is good leverage for youth employability (78 per cent). It, therefore, recommends that relevant stakeholders should further make agribusiness more lucrative by coming up with policies that will entice youths to venture into agribusiness. Also, relevant stakeholders should work towards the complete eradication of the impediments. [ABSTRACT FROM AUTHOR]

By incorporating employability skills within the accounting curriculum, universities face the issue of how best to recognise students' achievements. Digital badges are emerging as a potential means to recognise such achievements. Being shareable on social media sites, such as LinkedIn, and on other platforms, badges allow students to showcase their attainment of employability skills to potential employers. As student acceptance is a prerequisite to the success of this technology, this exploratory study examines accounting students' perceptions of badge usefulness and ease of use, and whether these influence their intentions to use them for job applications. We also examine factors that contribute to these perceptions. A survey is undertaken of accounting students within a single university. Results suggest that both subjective norm and perceived usefulness directly influence intentions, while job application relevance and perceptions of external control have important indirect effects. Implications for universities are discussed and future research opportunities identified. [ABSTRACT FROM AUTHOR]

Globally, vocational education and training (VET) is considered important for ensuring the supply of skilled labour to the economy and economic competitiveness but also for helping the next generation with the transition to working life and integration into society. However, despite this importance, there are no international comparative studies on the effectiveness of the very different VET systems. In March 2024, the Organisation for Economic Co-operation and Development (OECD) published the 'Analytical and Assessment Framework' for PISA-VET, an international study on professional competencies and employability skills in VET. In this paper, some of the lead experts that contributed to the framework provide an outline of the aims of the initiative, the target groups, the assessment approaches as well as strength and weaknesses to stimulate discussion in the scientific community. VISA-VET aims to deliver comprehensive data, inform decision making, facilitate peer learning between countries, and promote the image of VET, in general. Target populations are learners toward the end of their VET programmes in the occupational areas of automotive technicians, electricians, business and administration, health care, or tourism and hospitality. Assessment approaches to domain-specific professional skills are simulation-based questions, digital simulations, and live or recorded demonstrations. The professional skills assessments are expanded by the assessment of employability skills and comprehensive data collections on national contextual and system-level factors. This paper discusses the selection and breakdown of occupational areas, the various assessment approaches and possible supplementary studies. Its overall aim is to initiate a broader discussion in the scientific community about the design of and expected insights from PISA-VET. [ABSTRACT FROM AUTHOR]

The study explored the assessment of identified employers and immediate heads/supervisors on the workplace competence of the graduates of the University of Eastern Philippines (UEP), where findings of the study would be inputs in identifying areas for improvement in the curricular programs of the University. The study was conducted within the provincial offices and offices in the municipality of Catarman, where there are identified graduates of UEP as employees. Employing the descriptive design, the study utilized a four-part survey instrument and an interview schedule to gather data. Statistical tools utilized in the study are means. Responses in the interviews were analyzed and themes were generated to support the survey results. The graduates were assessed by the heads as competent in terms of Knowledge and Understanding, General Qualities, and General Skills. Proposals for enhancing the curricular programs of the University in line with the competence in the workplace of graduates of the University focused on three themes: fostering work attitudes and ethics, improving communication skills, and updating knowledge to cater to industry standards. [ABSTRACT FROM AUTHOR]

This study explored how university students in North America acquired the ability to express their career-related competencies in the context of a pre-professional career education program. We examined the intersection of happenstance learning theory (HLT) and experiential learning theory (ELT) to facilitate significant experiences that inspired students and helped them connect with a profession. Through qualitative interviews with 19 students, we discovered three key insights. First, catalyzing experiences improved competency articulation, as planned experiences provided opportunities for pivotal educational moments and unexpected events that inspired and motivated students. Second, catalyzing experiences sparked action and transformative insights, enhancing students' career readiness and ability to act on future opportunities. Third, transformation through catalytic experiences occurred through reflection, consolidating the significance of experiences and their personal career narratives. We discuss the practical implications of our findings for program leaders, including creating planned career-related experiences and guiding students toward effective competency articulation. [ABSTRACT FROM AUTHOR]

Abstract In response to the emergence of COVID-19, schools were forced to adopt online learning, which later transitioned into a hybrid mode of teaching. However, these changes in the teaching and learning mode may have an adverse effect on mental health, thereby affecting learning outcomes. Therefore, providing immediate resource support for disadvantaged groups may improve students’ learning outcomes. This study investigated the impact of mental health on employability, learning outcomes in the context of blended learning, and the support provided by school resources among college students. We then analyzed survey data from university students and examined the associations among mental health, employability, learning outcomes before and after blended learning, frequency of seeking counseling, and school resource support. The research findings indicate that as the severity of mental health worsened, participants perceived lower learning ability for their future careers. Moreover, during the pandemic, there were variations in learning outcomes for students exposed to blended learning, but it was found that female students demonstrated better learning outcomes. It was also determined that it is beneficial for disadvantaged students to promptly apply for school resource support, as such support can contribute to improved learning effectiveness. Establishing mental health prevention mechanisms and providing school and external resources in a timely manner are the best solutions for helping students learn.

The purpose of this research was to develop a taxonomy of competencies common across different jobs, occupations, and organizations. To achieve this objective, a definition of competency was constructed and a systematic literature review was conducted, selecting studies that: a) included models with general competencies conceptually close to such definition, b) belonged to the Work and Organizational, and Employability areas, and c) were supported by one or more sources or empirical data. Through this procedure, 23 lists of general competencies were identified, whose content analysis, with a high degree of agreement between two independent reviewers, led to a taxonomy of 36 competencies containing the elements common to all of them. This taxonomy of general competencies is a resource intended to assist in the development of new models and serve as a reference for future competency modeling processes related to the work context.

Having a university degree provides only a slight advantage over those without higher education, making other factors crucial in determining a graduate’s employment prospects. This study aims to analyze the factors that affect the employment of university graduates and define opportunities for public administration and university management in Kazakhstan. A logistic regression model based on primary data was used to examine the impact of the availability of practical experience and jobs in their specialty, social connections, technology development, and entrepreneurship on the likelihood of employment. The survey was conducted in 2022 and involved 300 graduates of the 2020–2021 academic year from all regions of Kazakhstan. Findings show that personal connections (F3) and technology and entrepreneurship (F4) positively impact graduates’ job prospects. However, lack of experience (F1) and the limited number of job offers (F2) reduce employment likelihood. If a graduate responds with 3 points for F1, 7 for F2, 7 for F3, and 1 for F4, they are less likely to secure a job in their specialty within a year of graduation. The main practical value of this study is that university career centers can use this model to predict the likelihood of graduates being employed. Providing a sophisticated online platform and different analytics-driven career services, open access to administrative data on the labor market, and new programs for students’ job experience and entrepreneurship will prepare university graduates for a dynamic labor market and reduce the mismatch between education and employment needs.

Abstract Background Considering that beliefs may be assessed and changed, inventories measuring employability and career beliefs may be of utmost importance for career interventions. Objective This study introduces the psychometric properties of a brief version of the Employability and Career Beliefs Inventory (ECBI) in a sample of unemployed persons. Methods and results Altogether, 2023 unemployed persons aged from 18 to 66 years old and living in Southern Portugal participated in an online survey. The ECBI’s original internal structure was tested and did not fit the data. Exploratory and confirmatory factor analyses were implemented, and a three-factor solution was retained. The three factors discriminate three types of beliefs named growth, pessimism, and flexibility. Measurement invariance models identified scalar equivalence across gender and educational degree, and metric invariance across age. All items fit the graded response model’s parameters. The growth and flexibility subscales were less effective in the assessment of low latent trait levels, whereas the opposite was observed with the pessimism subscale. Internal consistency is good yet discrimination between factors is questionable. Correlations to career decision-making self-efficacy evidence validity based on the relations to other constructs. Conclusion Despite the limitations, the brief version of the ECBI proposed in this study is ready for further use and development among unemployed persons.

Students' perceived employability (SPE) can be seen as one of the indicators of technical and vocational education and training (TVET) quality. However, less is known about the determining factors of SPE in vocational education. As the founder of modern vocational education in China, Yanpei Huang has written a large volume on ensuring students' employability and the quality culture of TVET. Nowadays, as the feature and nature of TVET, university-industry collaboration (UIC) has been promoted worldwide. The primary objective of this study was to investigate the influence of quality culture from Yanpei Huang's perspective (YHQC) on the SPE and the UIC role in the relationship between YHQC and SPE in a TVET university in China. Data were collected by questionnaire from 341 students from one vocational education university in China. The questionnaire included measures of quality culture, perceived employability, and UIC. The Structural Equation Modelling by AMOS 25 was used to test the proposed hypothesis. The results indicate that YHQC acts as a significant factor in enhancing SPE, and UIC is found to act as a partial mediator in this relationship. This study has contributed to the literature and practices by presenting a comprehensive quality culture from Yanpei Huang's perspective, confirming the above relationship, and providing practical suggestions for stakeholders to develop a quality culture in TVET institutes, promote UIC, and enhance SPE. [ABSTRACT FROM AUTHOR]

In response to the emergence of COVID-19, schools were forced to adopt online learning, which later transitioned into a hybrid mode of teaching. However, these changes in the teaching and learning mode may have an adverse effect on mental health, thereby affecting learning outcomes. Therefore, providing immediate resource support for disadvantaged groups may improve students' learning outcomes. This study investigated the impact of mental health on employability, learning outcomes in the context of blended learning, and the support provided by school resources among college students. We then analyzed survey data from university students and examined the associations among mental health, employability, learning outcomes before and after blended learning, frequency of seeking counseling, and school resource support. The research findings indicate that as the severity of mental health worsened, participants perceived lower learning ability for their future careers. Moreover, during the pandemic, there were variations in learning outcomes for students exposed to blended learning, but it was found that female students demonstrated better learning outcomes. It was also determined that it is beneficial for disadvantaged students to promptly apply for school resource support, as such support can contribute to improved learning effectiveness. Establishing mental health prevention mechanisms and providing school and external resources in a timely manner are the best solutions for helping students learn. [ABSTRACT FROM AUTHOR]

Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we examine how students reflect upon and what they gain from peers in peer-focused employability learning experiences facilitated by external professionals. A ‘graduate capitals’ lens is used to illuminate student learning. Through group coaching, students’ identity capital grows by comparing themselves to peers and recognising mutual concerns; and through group activities in an assessment centre, students’ cultural capital expands through observation of peers and interaction with each other. We conclude by discussing the importance of reflexivity stimulated by peer interactions, and how to address student reluctance to engage with peer-based learning. [ABSTRACT FROM AUTHOR]

Dermal tattoo biosensors are promising platforms for real‐time monitoring of biomarkers, with skin used as a diagnostic interface. Traditional tattoo sensors have utilized small molecules as biosensing elements. However, the rise of synthetic biology has enabled the potential employment of engineered bacteria as living analytical tools. Exploiting engineered bacterial sensors will allow for potentially more sensitive detection across a broad biomarker range, with advanced processing and sense/response functionalities using genetic circuits. Here, the interfacing of bacterial biosensors as living analytics in tattoos is shown. Engineered bacteria are encapsulated into micron‐scale hydrogel beads prepared through scalable microfluidics. These biosensors can sense both biochemical cues (model biomarkers) and biophysical cues (temperature changes, using RNA thermometers), with fluorescent readouts. By tattooing beads into skin models and confirming sensor activity post‐tattooing, our study establishes a foundation for integrating bacteria as living biosensing entities in tattoos. [ABSTRACT FROM AUTHOR]

Geothermal energy is a unique energy source in the energy policy mix that would help the clean energy transition and energy independence, supporting the energy needs in heating and electricity. Although there have been studies on the opportunities and challenges of renewable energy, this paper is the first paper that concentrates on geothermal energy for three distinct countries, Italy, Belgium, and Iceland, for the first time. Using semi-structured interviews that will cover the stakeholders representing the quadruple helix (academia, citizens, policymakers, and industry), this paper aims to find the unique and common opportunities and barriers the geothermal sector has. Shared challenges include financial barriers, regulatory complexities, environmental issues, and the need for improvement in the social acceptability of geothermal energy. Despite these challenges, geothermal energy, a promising energy source for clean transition, could create opportunities like improved household welfare through combined uses in district heating and electricity and have the potential to generate employment opportunities. [ABSTRACT FROM AUTHOR]

Universities have an important role to play in developing 21st century competencies in graduates. Literature shows that Emotional Intelligence (EI) could be crucial in developing these graduate attributes. This study used an exploratory thematic analysis in which we integrate information from 40 Australian universities' websites that outline their respective vision for graduate attributes and discuss them in light of EI competencies. Our study revealed that Australian universities current graduate attributes align within eight themes: global citizenship and cultural competence, critical and creative thinking and problem‐solving, communication, ethical practice, collaboration, teamwork and leadership, lifelong learning, digital literacy and information literacy and self‐directed learning including self‐management and self‐awareness. A review of the published literature in each of these fields revealed that a well‐established alignment has been previously documented through research between each of the eight individual graduate attribute themes and EI. Therefore, we conclude that embedding discipline‐specific EI content and training in undergraduate and postgraduate courses may be an effective strategy to develop graduate attributes in students. This study was the first to examine whether developing higher education students' EI competencies would support their graduate attribute skill acquisition. [ABSTRACT FROM AUTHOR]

The study analyzes how graduate students in economics, administration and accounting perceive their managerial skills for employability, with the aim of determining its associated variables to improve the educational processes of future managerial leaders. It focuses on the importance of developing transferable skills that meet current and future job demands. To measure the perception of skills, a structured and duly validated questionnaire (Employability Skills 2000+) was used, answered by 225 graduate students in Economics, Administrative and Accounting Sciences in Tegucigalpa, Honduras. The data obtained from the application were analyzed using the Confirmatory Factor Analysis (CFA) method with the FACTOR software. The CFA generated an adaptation of the original scale with 21 variables. The resulting scale determined three predominant factors: personal management skills, fundamental skills and teamwork skills, which presented good consistency and validity, allowing us to make conclusions regarding employability skills in the context studied. The findings show the existence of a correlation between fundamental skills and variables such as work experience, employment status and gender, as well as a high correlation between teamwork skills, work experience and employability conditions. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the influence of the AI awareness dimension, namely challenge and hindrance appraisal toward AI, on sustainable employability through job crafting mediation variables in Gen X employees in Jakarta. In this study, hypothesis testing and data collection were carried out cross-sectionally. The data were collected primarily by distributing questionnaires to 272 Gen X employees in Jakarta. The sample collection method used the purposive sampling method. The data processing techniques included validity tests, reliability tests, and structural equation modeling (SEM). The results of the study showed that there was a positive influence caused by challenge appraisal toward AI and job crafting on sustainable employability. Meanwhile, hindrance appraisal toward AI triggered a negative influence on sustainable employability. The company and employees were expected to collaborate in implementing AI in the work environment to support their work sustainably. [ABSTRACT FROM AUTHOR]

The purpose of this research was to develop a taxonomy of competencies common across different jobs, occupations, and organizations. To achieve this objective, a definition of competency was constructed and a systematic literature review was conducted, selecting studies that: a) included models with general competencies conceptually close to such definition, b) belonged to the Work and Organizational, and Employability areas, and c) were supported by one or more sources or empirical data. Through this procedure, 23 lists of general competencies were identified, whose content analysis, with a high degree of agreement between two independent reviewers, led to a taxonomy of 36 competencies containing the elements common to all of them. This taxonomy of general competencies is a resource intended to assist in the development of new models and serve as a reference for future competency modeling processes related to the work context. [ABSTRACT FROM AUTHOR]

This document is a collection of abstracts from the International Journal of Psychology, covering a range of topics related to decolonization and cultural translation in psychology. The abstracts emphasize the importance of incorporating diverse perspectives and cultural contexts in psychological research, practice, and education. Additionally, the document includes abstracts on innovative psychosocial interventions in crises and disasters. [Extracted from the article]

This study investigates the role of social capital within the university context in retaining working students. It specifically examines the effects of university social capital factors—such as teacher–student relationships, peer networks, and support services—on the dropout intentions of working students, emphasizing the mediating role of employability trust. Using a sample of 1902 working students from the Eurostudent VII survey, this study employed factor analysis techniques and structural equation modeling to derive its findings. The results indicated that university social capital significantly reduces dropout intentions among working students. Strong teacher–student relationships, satisfaction with support services, robust peer networks, and high employability trust positively influence this social capital. There is a statistically significant negative association between teacher–student relationships, peer networks, employability trust, and dropout intentions. Furthermore, the findings reveal that without enhancing students' employability trust, the effectiveness of support services might be limited. These findings not only contribute to the discourse on student retention and the development of university social capital but also provide practical insights for higher education strategies aimed at supporting working students. [ABSTRACT FROM AUTHOR]

This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work. The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile's (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky's notion of the Zone of Proximal Development (ZPD). This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it. [ABSTRACT FROM AUTHOR]

Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing. [ABSTRACT FROM AUTHOR]