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This study looks at the career choices of early adult girls with intellectual disability. Trade of vocation refers to the types of vocational environment and location i.e., open employment, sheltered employment and home-based employment. The present study aims to investigate the preferred trade of vocation for early adulthood girls with intellectual disability (mild & moderate). Survey method is used in the study. 28 early adulthood girls with intellectual disability (n=16 mild, n=12 moderate) between the age range of 18-25 years taken as a sample for the study. The researcher designed a questionnaire to identify preferred trade of vocation of early adulthood girls with Intellectual Disabilities. An unpaired t-test was utilized to perform statistical analysis on the data. The findings of the study shows that there is no significant difference between the preferred occupation for early adult girls with intellectual disability in relation to age and there is a significant difference in relation to the severity of the disability. And sheltered employment was preferred by most of the girls over open employment and home-based employment. In conclusion, it can be said that knowing the preferred vocation of occupation for early adult girls with intellectual disability can help them in better placement in employment.

As part of a study investigating research productivity of sociology PhD students in Australia, an application to the federal government's Department of Education, Skills and Employment (DESE) aimed to establish a baseline count of completed sociology doctorates by university. It was anticipated that university totals might be different from PhD completions within the main sociology teaching units. The government data furnished by this inquiry have proved to be problematic in several ways. The gaps in the data may be explained by the fact that universities report sociology PhDs to DESE in more generic rather than discipline-specific Field of Education (FoE) codes or as PhDs in other disciplines. DESE has either not required or been able to enforce consistent reporting. This raises questions about the time and cost value of these annual compliance efforts. It also limits the value of these data to researchers in charting current and potential future trends.

We study the effects of the COVID pandemic on educational attainment. By 2022, entry into two-year colleges was 21 percent lower than before the pandemic, with larger declines in Black- and Hispanic-majority colleges. Four-year college entry declined by only 6 percent and then rebounded 4 percent. High school graduation reached an all-time high in 2022. To explain these patterns, we undertook an interrupted time series design. Lower numbers of COVID cases and higher levels of in-person instruction led to increased college entry and possibly increased graduation. Relaxation of graduation standards explain between-state variation in high school graduation and helps explain the continued high graduation rates. Changing labor-market opportunities do not explain cross-state variation in attainment. We suggest additional explanations for these trends. Barring other substantial changes, we predict that future college attainment will be lower for cohorts of school or college age during the pandemic, especially for some marginalized groups.

Work-integrated learning (WIL) is crucial for the development of employability skills and has an influence on employment outcomes. Given the significance of WIL pedagogies for graduate preparedness and transitions into work, concerns have been raised on the barriers to access and participation in WIL for some cohorts of learners. Equity and inclusion in WIL, that is, considerations for diverse learners once enrolled into a subject or course with varying WIL components, is not a new concept with some guidelines purported over a decade ago. Designing WIL to accommodate for equity and inclusion, however, has presented challenges with few studies offering navigation for curriculum design. This paper draws on empirically sound curriculum design principles for inclusion for learner variability through Universal Design for Learning (UDL), to offer the UDL for WIL design framework. The paper presents conceptual and practical contributions for educators of WIL experiences to reduce barriers and integrate student voice to support all graduates' career transitions.

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

This phenomenological study seeks to explore the experiences of Vietnamese English-major graduates as they transition into out-of-expertise job roles in a globalized work environment. Drawing from a qualitative dataset gathered from 67 participants through semi-structured interviews, the research aimed to understand the perceived benefits, challenges, and emotional trajectories associated with such transitions. Key findings indicate that the majority of participants perceived their English proficiency as a significant advantage in diverse job markets. However, they also highlighted cultural challenges when adapting to global work settings, emphasizing the need to understand nuanced cultural norms beyond language proficiency. A recurrent theme was the perceived gap between the rich theoretical knowledge acquired during their academic tenure and its practical applicability in real-world job scenarios. Interestingly, participants also illuminated the unexpected interdisciplinary benefits of their English-major background, suggesting that their studies equipped them with valuable critical thinking and analytical skills. Issues of professional identity emerged strongly, with many participants expressing challenges in aligning their academic label with diverse job roles. Furthermore, the study highlights the profound emotional journey, from initial doubts to building resilience, as a significant aspect of these professional transitions.

This study explores Hong Kong university students' concerns when making employment decisions after graduation and their attitudes towards working in mainland China, especially in the Greater Bay Area (GBA). Two research questions were identified: What are Hong Kong students' attitudes towards working in the GBA? What factors influence Hong Kong students' employment choices? A qualitative research approach was adopted with semi-structured interviews with 38 final-year students from eight Hong Kong universities. Based on thematic analysis, the findings showed that Hong Kong university students' willingness to work in the GBA was mainly influenced by their previous connections with the destination and potential career development opportunities. However, Shenzhen was the only city out of nine in the GBA they considered for employment. University students were aware of the economic rationale for their employment preparation, but, more importantly, they placed a high value on professional development opportunities and work-life balance. They also valued opportunities for internationalisation and emphasised the importance of the work culture and environment in choosing employment. The findings have policy implications for graduate employment and the intra-mobility of talented young people across GBA cities in China.

The recent complexity of the university system, with diverse academic trajectories and varying socio-demographic characteristics of students, has led to increased access for historically underrepresented students. This has resulted in a rising number of adult learners, students with external responsibilities and individuals returning to education. However, despite this enhanced access, it remains unclear whether it has improved graduation. This uncertainty stems from the fact that students' social circumstances and external responsibilities differ significantly based on when they enter university. From a life course perspective, the aim of this paper is to explore the interactive effects of age at university entrance and employment status on the probability of graduating of an entire cohort of new students who entered the Catalan Higher Education System in 2012 (N = 29,463). The results show an interaction effect between age and employment status on the probability of graduation where working decreases the probability of graduation among students younger than 42 years old. Conversely, the negative impact of employment on university graduation diminishes among students entering university at an older age. This underscores the importance of adopting a life course perspective to comprehend students' educational experiences and outcomes within higher education.

Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington State. We find that the pathways are quite varied, with around 40% of bachelor's-level TEP completers spending at least some time in community colleges and fewer than 40% enrolling and finishing at the same university directly after high school. Pathways to master's TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP.

Psychology of Working theorists recommend supplementing the Decent Work Scale (DWS) with subjective investigations of decent work across different cultural contexts. Building on this, the present study developed and validated the Decent Work Triad (DWT) for assessing the subjective aspects of decent work in a sub-Saharan African context. Using a Burkinabe sample for exploratory (N = 303) and confirmatory (N = 494) analyses, it consists of 8 items assessing three moral and value-based dimensions: Dignity, Corruption-Free, and Shamelessness. The scale showed good psychometric properties and invariance across country and gender in Burkina Faso (N = 494), Switzerland (N = 590), and Togo (N = 812). It also showed incremental validity in predicting work and life satisfaction beyond the DWS and discriminant validity along with constructs of marginalization and economic constraints, underscoring its robustness. The DWT's utility in understanding the subjective and cultural dimensions of decent work and its implications were discussed.

The United Nation's Sustainable Development Goal 8 (SDG8) emphasizes decent work and the need to generate employment for vulnerable groups such as women, youth, and low-income rural and urban residents. Though extended retirement age policies to sustain workforce productivity are promulgated across OECD states, within SDG8 there is no evident focus on older citizens' need for decent work. We believe this goal lacks detail in addressing the specific needs of older and post-retirement workers and their equal vulnerability to inadequate decent work conditions, economic strain, and diminished well-being. We expand on this issue with particular focus on this older cohort's predictors and attainment of decent work and proffer the psychology of working theory as a foundation to redress the inadequacy of SDG8 and formulate recommendations for policy and research to recognize the needs of older and post-retirement workers. This approach is aligned with the Psychology of Sustainability and Sustainable Development framework in a lifelong perspective.

Despite limited opportunities for tenured academic positions, the number of PhD graduates in Social Sciences has steadily risen in countries with developed research systems. The current literature predominantly portrays PhD graduates as victims, either of the higher education system or of their own optimism in pursuing an academic career. This paper takes an alternative stance by spotlighting the agency exhibited by PhD graduates in Social Sciences as they deftly navigate their career pathways amid the constrained academic job market. Specifically, we adopt an ecological perspective of agency to explore how PhD graduates in Social Sciences exercise their agency in navigating their career from the beginning of their PhD candidature until up to 5 years after graduation. We employ a narrative approach to delve into the employment journeys of twenty-three PhD graduates. Within this cohort, we select to report four participants from four Australian universities, each possessing distinct career trajectories. Our analysis highlights agency as the link between various personal and institutional factors that shape our participants' career trajectories. Based on this finding, we offer recommendations for practice and policy changes that appreciate PhD graduates' agency.

In England, a substantial proportion of school inspections are conducted by current school leaders. This may lead to concerns that this gives their school (about 2% of schools) an advantage in the inspection process when it is their turn to be inspected. Yet scant evidence exists on this issue. This paper thus presents the first evidence on this matter, using data obtained via a freedom of information request and linking this with other publicly available information about England's schools. We find that schools where a member of staff also works for Ofsted receive better inspection outcomes than schools without an inspector on their payroll. Our findings nevertheless suggest that other schools may benefit from having access to the training material and professional development opportunities Ofsted provides to its inspectors.

Research in the field of autism spectrum disorders (ASD) focuses mainly on school-aged children and male participants. This has left substantial gaps in our understanding of the life course of autistic individuals, particularly autistic females, once they reach adulthood. The objective of this concise narrative review is to discuss the current literature on autistic women with a focus on transitioning to adulthood, specifically in the areas of quality of life, post-secondary education and employment. Given that the evidence so far suggests widely inconsistent findings, we conclude that future research is needed to more carefully elucidate the unique needs of women on the spectrum during the process of transitioning to adulthood, and to identify evidence-based practices that could better support this population.

Background: The literature has expounded on the impacts of international service-learning (ISL) in teacher education as positively affecting everything from improving academic achievement to developing a greater moral and ethical sense. Other studies have examined the role of cultural competence and dimensions of power between those providing and receiving service. Purpose: This paper examines a decade-long ISL immersion program to understand the outcomes on students in three key areas that have received attention in the literature: motivation, employment, and academics. Methodology: A longitudinal case study comprising a cross-section of students who were asked to reflect on their immersion experiences, which took place from 2011 to 2020. Reflective journals completed during and directly after each immersion supplemented the survey data. Findings: While much of the data supports previous studies regarding the impacts of ISL, there are some anomalous findings, especially in the longer-term effects of ISL within teacher education. While participants' perceptions of the impacts were significant, evidence of that impact was lacking. Implications: Although short-term impacts of the immersion were more significantly noted, students perceived the impact for more extended periods than previously thought. However, the evidence to suggest that these perceptions are realizable is lacking.

Individuals with a high school education represent the largest subset of the U.S. workforce. However, little is known about the employer expectations of these individuals, particularly in the area of soft skills--also known as 21st-century skills. Online job advertisements offer useful data for examining these expectations, as they may supplement employer survey data and reflect actual recruitment practices. Our analysis of 68,505 online job advertisements suggests that employers hold generally lower expectations for the soft skills of high school-educated individuals than they do for postsecondary-educated individuals. However, employer expectations for two soft skills--professionalism and customer service skills--appear to be substantially higher for high school-educated individuals than for postsecondary-educated individuals. Additional results highlight similarities and differences within the high school-educated workforce across nine workplace industries. We discuss the implications of these results not only for high school-educated individuals and the organizations that employ them but also for practitioners and educators charged with assessing and providing training for these skills.

The authoritative ideas of what education should be like under the fourth Sustainable Development Goal (SDG 4) are constructed through discourse among key actors of the "international education community" at large. This article presents the evolution of international education discourse, comparing the periods before and after September 2015. The analysis is presented in two parts. The first part discusses the period before the adoption of SDGs in 2015, during which the agenda was formulated through discourse. The author identifies themes such as cognitive and noncognitive skills, learning outcomes, measurement and indicators. Actors shaping the discourse included mission-driven civil society organisations (CSOs), constituency-based CSOs, technical specialist groups, UN Member States and philanthropic organisations. The second part is based on a large sample text mining using 832 web-downloaded texts published between 2015 and 2022. The list of key themes largely mirrors those identified in the first part, although the relative weight among them has changed over time. The emphasis has shifted from global, structural topics to more local, specific ones, with increased attention on individual learners and their skills and knowledge. It suggests the uprooted nature of global governance, particularly at the time of SDG adoption. The fact that the term "SDGs" has permeated to the household level reflects widening participation in the global discourse on education. The author observes two contrasting perspectives: one discusses education's contributions to noneducational goals, such as employment, economic growth, achieving sustainability or guaranteeing basic human rights; while another represents traditional educationalism, which tends to equate schooling with the traditional classifications of primary, secondary and higher education.

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed.

This article explores patterns in the US professoriate and the relationship to institutional wealth and status in public higher education, 2012-2021. We use latent profile analysis to identify different models for building a faculty and multinomial logistic regression to describe the characteristics of institutions employing these models. The results describe the human toll of the financial disruptions facing American public higher education. The findings suggest that changes to the faculty have been widespread but uneven.

While a strong literature base exists around undergraduate experiences in Science, Technology, Engineering, and Math (STEM), few studies examine how students approach the question of "what's next" after graduation. This study examines the impact of social ties on STEM college seniors' plans to enter the STEM workforce, and how race/ethnicity and gender impact postgraduation planning in STEM. We interviewed a racially diverse sample of 39 STEM college seniors at a predominantly White research institution. Analysis showed that students relied on weak and strong social ties in obtaining job leads and valued diversity in the workplace. Some students of color and women experienced negative social ties (via racism and sexism) during internship experiences, which shaped their thinking around postgraduate opportunities. We discuss implications for equity, as well as recommendations for research and practice.

Scientific and technological development has brought greater demands for both general and skilled talents, which sets higher requirements for talent cultivation in higher education. As a vital component of higher education internationalization, international student mobility (ISM) is playing an increasingly important role in talent cultivation and supply. Using data from the Chinese National Graduate Sample Survey (CNGSS), this study explored whether ISM affects general and skilled talents' post-graduation decisions. Due to the substantial differences in the content and form of ISM, the heterogeneous effects of ISM duration and the host institution's ranking were further analyzed. The results showed that ISM helped general talents receive further education and helped skilled talents find employment. Furthermore, for general talents, short-term experiences had a greater impact on pursuing advanced education than long-term ISM, while for skilled talents, long-term experiences had a greater impact on finding employment.

Purpose: In prioritising the needs of their autistic children, parents often modify their own participation across leisure, social, and workforce activities. Few studies have examined the impact these modifications have on caregiver quality of life (QoL). The aim in the current study was to examine how parenting their autistic child/ren impacts parent's participation and QoL. Methods: Twenty primary caregivers (29-48 years, all female) of autistic children (7-11 years) were interviewed online about their participation in leisure, community, and employment activities including the impact of COVID-19. Results: Five themes with underlying subthemes were identified using reflexive thematic analysis. The themes were: (1) Reflecting on the important things in life, (2) Getting access to everything needed, (3) Barriers to participation in meaningful activities, (4) Facilitators of participation in meaningful activities, and (5) Participation through the COVID-19 pandemic. Conclusion: The findings highlight the importance of regular participation in meaningful activities for parents of autistic children and the support needed by them, particularly single parents, to achieve balance between meeting caring responsibilities and their own participation needs.

Situated and Activity theories have exercised a significant influence in the field of vocational learning for some considerable time, both sharing a focus on bounded forms of work and forms of learning that facilitate learning in, or to changes to, bounded forms of work. Yet much learning occurs in unbounded contexts often referred to as projectification, where collaborations occur only for the life of a project thereby creating new contingent contexts for learning. Given the existence of this form of working and learning, what type of unit of analysis (UoA) is required to analyse that vocational working and learning in the context of projectification? To address this question, the paper advances the following inter-theoretical argument. Firstly, it is timely to develop a new unit of analysis (UoA) to capture the fractional (intermittent, discontinuous and concurrent) working and learning dynamics associated with the forms of projectification, where funding has to be procured in order to commence. Secondly, that unit of analysis is constituted by the concept of project assemblage, which is based on ideas from Actor Network Theory, Cultural-historical Activity Theory and Cultural Sociology. Thirdly, this new UoA enables researchers to identify the way in which project teams, where members are coming in-and-out, learn to use their different forms of specialist activity to enact objects, why team members will have different backgrounds and understandings of their work, why objects may not cohere, even though team members may treat them as unified and coherent, and how team members learn to incorporate one another's insights and suggestions, and establish a finalized object.

In recent years, international students' settlement experiences have emerged as a new focus in migration studies. This qualitative study examines the study-to-work transition experiences of 30 mainland Chinese graduates living in Hong Kong and deepens the current discussion of these students-turned-migrants' socio-cultural integration. Specifically, mainland Chinese students-turned-migrants experience ongoing challenges in their study-to-work transitions. Adaptation difficulties in their university years, including limited Cantonese proficiency, meagre cultural understanding of the host society, and weak connections with locals, continue to affect their subsequent employment and social integration. Our findings underscore the crucial links between international students' prior socio-cultural adaptation and their post-study settlement experiences. We also reveal everyday workplace microaggressions, which should receive greater attention from scholars interested in international students' and students-turned-migrants' intra-ethnic interactions. Our findings have implications for immigration policy, university student services, and local companies.

Research consistently documents the negative postsecondary outcomes of autistic individuals. Identifying facilitators and barriers to obtaining and maintaining employment is imperative to improve postsecondary outcomes. Autism diagnosis disclosure at work may serve as a facilitator or barrier to obtaining and maintaining employment, but little is known about the lived experiences of individuals on the spectrum regarding diagnosis disclosure at work. To ascertain why autistic individuals choose to pursue disclosure or choose not to disclose at work, how they disclose, and the consequences of that disclosure, a state-of-the-art literature review was conducted. Ten studies met the final inclusion criteria and were synthesized to provide guidance to autistic individuals, families, and professionals who support autistic individuals' transition to employment.

International students have the potential to contribute significantly to host countries through cultural enrichment, economic growth, and human capital development. However, their successful integration into the host society is crucial to realise these benefits. By applying the framework of the two-way integration process from acculturation theory, this study examines the employment integration of international students in Finland, a non-native English-speaking country. Our semi-structured, qualitative in-depth interviews identify several key challenges encountered by international students, including limited information about the labour market, unfamiliarity with recruitment practices, a lack of industry connections, communication gaps from recruiting companies, and host country language barriers. We provide recommendations to organisations and recruiters on how to embrace diversity in their recruitment processes, as well as suggestions to universities on how to better support international students' transition into the workforce of the host country.

Background: Participation-focused interventions are gaining momentum. The Pathways and Resources for Engagement and Participation (PREP) is one such intervention, and it was investigated in this study for its effectiveness in supporting participation in employment-related activities for young adults with intellectual disabilities in Australia. Methods: The application of the PREP approach was adapted to accommodate COVID-19 restrictions. Data were gathered from multiple sources in a triangulating manner following a case study design. Measures of performance, satisfaction, and a third measure of involvement were collected using the Canadian Occupational Performance Measure (COPM) in a multiple baseline format. The work questionnaire from the Assessment of Life Habits (Life-H) was administered at three time points, and qualitative data were collected post-intervention via a separate semi-structured interview with four young adults with intellectual disabilities and the two occupational therapist facilitators. Findings: Performance, satisfaction and involvement scores had increased for 75% or more of employment-related goals at follow-up, although these changes were not statistically significant. Visual analysis indicated improved Life-H accomplishment scores post-intervention, but satisfaction with employment scores did not change. PREP was positively perceived, but the young adults reported needing more support from their participation teams. Conclusions: The PREP intervention shifts the focus from a skills-based approach to a participation approach to practice and empowers young adults with intellectual disabilities to have greater independence over employment goals and related activities. COVID-19 restrictions limited the application of the PREP approach, but the experience was still valued by the participants, although additional training and support for them and the PREP participation team working with them may have further enhanced their experience and participation outcomes.

Backgroud: Despite the advancements in the rights of persons with disabilities in Western countries, the motherhood of women with intellectual disabilities remains scarcely visible. The approval of the Convention on the Rights of Persons with Disabilities (2006) and its subsequent ratification by the Spanish Government (2008) recalls the obligation to fulfil the rights of persons with disabilities to found a family (art. 23) and to choose who they want to live with (art. 19). While the importance of this legislation is undeniable, the personal experiences of women with intellectual disabilities still demand effective changes. Methods: This article reports the results of a study entitled "Subjectivities and motherhood in women with intellectual disabilities. Reflections in dialogue through an inclusive research project." In this study, we delved into the stories of 13 women, aged between 24 and 72, to learn about their motherhood experiences (before, during and after making the decision of being mothers) and to identify the barriers and supports encountered. Methods for data collection included individual semi-structured interviews, discussion groups and other narrative and visual resources (images and biograms). Findings: This study explores in depth the obstacles identified by the participating mothers, which have been organised around six themes: (1) information and guidance on sexuality and family planning, (2) assistance of health services, (3) employment and housing situation, (4) child custody, (5) raising children, and (6) informal support. The participants encountered difficulties in all the above fields related to contextual factors. In other words, these barriers do not derive from individual issues centred on their disability, but from factors that often do not depend on mothers with intellectual disabilities, such as deprivation of socio-educational opportunities. Conclusions: Our results show the nuanced ways in which these mothers were immersed in a social system that questions them as 'good mothers' and violates their rights. As we discussed, the participants' desires and decisions to engage and/or continue with motherhood constitute an exercise of resistance to this system.

Adults with Down syndrome (DS) experience high risk for Alzheimer's disease (AD), but there is variability in the timing of transition from a cognitively stable state to prodromal AD and dementia. The present study examined the association between a modifiable lifestyle factor, employment complexity, and cognitive decline across two time points in adults with DS. Employment complexity, defined as the degree of problem-solving or critical thinking required for employment activities, was operationalized using the Dictionary of Occupational Titles, a system which classifies occupations based on three categories: "Data, People, and Things." Eighty-seven adults with DS (M = 36.28 years, SD = 6.90 years) were included in analyses. Partial correlations revealed that lower employment complexity involving People and Things were associated with increased dementia symptoms. Lower employment complexity involving Things was also associated with memory decline. These findings have implications for vocational programs focused on job training and placement for adults with DS.

Research on scientific careers finds a mover's advantage. International migration correlates with increased visibility and productivity. However, if scientists who move internationally, on average, enter into more prestigious employments than they came from, extant research may overestimate the direct performance gains associated with international moves. Building on insights from the sociology of science and studies of international researcher mobility, we examine how changes in employment prestige shape international movers' performance returns to mobility. We follow a cohort of 167,014 European scientists to identify individuals that move to the USA and pair these migrants to non-mobile scientists with identical home institutions, research fields, and genders, giving a final sample of 3978 researchers. Using a difference-in-differences design, we show a substantial increase in the publishing rates and scientific impact of transatlantic migrants, compared to non-mobile scientists. However, most of the movers' mobility-related boost in citation and journal impact is attributable to changes in employment prestige. In contrast, we find limited effects of employment prestige on changes in migrants' publication rates. Overall, our study suggests large variations in the outcomes of transatlantic migration and reaffirms the citation-related "visibility advantage" tied to prestigious institutional locations.

Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have become a booming type of policy, rapidly traveling and being adopted across countries and policy spheres. SIBs aim to align the incentives of the private sector--the third sector--and the public sector to obtain results while improving public-policy efficiency. However, often it is policy entrepreneurs' agendas and not results or efficiency goals that trigger SIBs' adoption. In this study, we analyze the diffusion of SIBs as policy mobilities and the processes of adoption and translation in the context of Buenos Aires. To this end, we draw on an analysis of policy documents, existing legal frameworks, and interviews with key actors. Our findings point to the role of "glocal" policy entrepreneurs as key agents for the adoption and translation of SIBs, as well as their capacity to advance their own agendas in the context of global policy mobilities in federal education systems.

In this paper, the author explores the prospect of, and the rationale for, the "critical workplace information literacy" (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the 'decent work' (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire's critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.

This paper addresses the question of why young Australians with intellectual disability (ID) remain underrepresented in open employment despite significant investment by various stakeholders. It uses the analogy of Whack-a-Mole (an arcade game) to draw attention to the complexity young people face during transition, and to illustrate how addressing one barrier in isolation is unlikely to result in successful transitions. In response to repeated calls for more holistic understandings of the transition process for young adults with ID, the paper draws upon the work of Urie Bronfenbrenner to present an adaptation of his model to map the ecologies of young people with ID's as they seek to transition from school to open employment. The model illustrates the complexity of transition, a proliferation of stakeholders, and traces how transition is contingent on much more than young adults with ID's capabilities. It invites further consideration of, and utility for, an ecological model as a basis for imagining possibilities to increase the number of people with ID in open employment and concludes by raising some questions that stakeholders might ask.