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This study examines the effect of native "vs." non-native prosody instruction on developing interpreter trainees' speech comprehensibility in English as a foreign language (EFL) using a pretest-posttest-delayed posttest design. Twenty-three groups of 28 interpreter trainees at a University in Iran (six different branches) took part in the study, all groups receiving the same amount of instruction (9 hours over 3 weeks). Three control groups listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking tasks but received no specific prosody instruction. Twenty experimental groups spent part of the instruction time on theoretical explanation of, and practical exercises with, English prosody by thirteen nonnative instructors, and seven native instructors. Three experts evaluated the comprehensibility of the trainees in elicited speech samples collected during the pretest, immediate posttest and delayed posttest, and subsequently presented in random order. The findings revealed that the experimental groups gained between 1 and 2 points on the 0 to 10 comprehensibility scale, and lost little in the delayed posttest; however, hardly any changes were observed in the control groups. We conclude that native and non-native English instructors' prosody teaching were equally effective in enhancing EFL students' speech comprehensibility.

It is our source and it is irreversible. With industrialization, the time people spend at work has decreased, and their free time has increased. This has led people to look for new ways to spend their free time productively. At this point, graduates of the recreation department will have the opportunity to show the methods that will be useful for people to spend their free time efficiently in line with the education they receive. Since graduates are thought to be employed in organizations that provide leisure time services, the qualifications of graduates are important in this regard. In this study, the expectations of the employers from the graduates and the required qualifications of the graduates were investigated. One issue drawn from the results is that although each branch has specific expectations, all graduates must have certain qualifications, such as communication and constructive language skills.

The present study aimed to develop an analytic assessment rubric for the consecutive interpreting course in the educational setting in the Iranian academic context. To this end, the general procedure of rubric development, including data preparation, selection, and refinement, was applied. The performance criteria were categorized into content, form, and delivery. Two groups of participants, experts, and students were recruited to establish the rubric's validity and reliability. Based on the statistical analysis, the developed analytic rubric was established as a valid tool for use in the Iranian academic context of consecutive interpreting assessment. The proposed rubric may provide novice trainers with a more objective and systematic tool for consecutive interpreting assessments.

Demand for cybersecurity professionals from industry and institutions is high, driven by an increasing digitization of society and the growing range of potential targets for cyber attacks. However, despite this pressing need a significant shortfall in the number of cybersecurity experts remains and a discrepancy has emerged between the skills introduced through education and those required in professional settings. In this article, a political, economic, social, technological, legal, and environmental (PESTLE) analysis was utilized to explore the factors impacting cybersecurity education in Europe. The PESTLE analysis enabled the categorization of factors affecting cybersecurty education and skills and allowed for cybersecurity professionals to assess the relevance of the factors at a national-level and European-level. Utilizing the concept of modularity from social network analysis, the interconnectivity of factors was also considered. Finally, a European-level stakeholder survey was conducted to verify the findings. As a result of the above process, a lack of societal awareness of cybersecurity was identified as a major challenge to education, along with a lack of EU-level certification. It should be noted that significant differences between factors perceived as impacting cybersecurity education were found between countries suggesting a need for local solutions to the problem.

The purpose of this research is to study the moderating role of organizational support on the relationship between social support and self-employment intentions of professional and technical education students. A total of 418 valid responses were used for data analysis. SPSS AMOS version 24 and Process Macro version 4.2 were used to test the proposed hypotheses. The direct relationship between social support and self-employment intentions was found to be strong and significant. The moderation analysis shows that at the higher level of organizational support, social support has a significant positive impact on the self-employment intentions of the students. Subsequently, as the organizational support is lessened, the relationship becomes non-significant.

Contemporary professional landscapes in classical music fields are rapidly changing and younger generations of musicians are confronting their creative careers, more often than not in connection to self-employment and freelancing. This narrative inquiry investigates the pathways and livelihoods of composers in a changing professional ecosystem through interviews with 10 bigenerational composers in Finland. The analysis is presented in three "factional stories," in which the empirical material is crafted into "fictional form" by an anonymous first-person narrator. The stories depict how the secure, traditional careers of the older generation are found to be bound to traditional orchestras and ensembles, whereas the protean careers of the younger generation of composers involve passionate pathfinding amid pluralizing ecosystems, within but also beyond traditional contexts and through various collaborations. The younger composers are expanding significantly, or consciously distancing themselves from, the traditional model and values of a contemporary composer. Competition is found to be increasing and professional education described as too short and insufficient in its concentration on technique--this does not provide new understandings and skills beyond traditional composing craft needed for navigating the profession and securing livelihoods. Although similarities are found in the pathways of both composers' generations, such as strong career callings and experiences of luck, the "struggle" for a composer to find a place in society is more strongly experienced by the younger generation, for which the development of an ongoing "learner identity" is required to embrace--and not resist--such a challenge. As a whole, the study provides a new understanding of composers' pathfinding through changing ecosystems and suggests that traditional and protean music careers co-exist--even within a single person--while they can also be clearly separated from each other. The study informs higher music education programs in Western countries.

Pedagogical knowledge has been identified as an essential factor for impacting the learning, behavioral, and social emotional outcomes for children with disabilities, particularly students with emotional disturbances (ED). There are many professionals in and out of the school environment who work with children with ED. Oftentimes, these professionals are required to have specialized knowledge and skills. Unfortunately, they acquire these skills and knowledge separate from each other. Therefore, this 5-year interdisciplinary project funded by the U.S. Department of Education, Office of Special Education Programs (USDOE, OSEP) was designed to enhance the skills and knowledge of special education teachers and social workers regarding students with ED. The purpose of this study was to explore participants' perceptions of interdisciplinary teacher preparation. The study adopted a basic qualitative (i.e., content analysis) design. Each question was analyzed to capture the emerging categories. The results for each question are discussed in detail. Some recommendations for teacher educators and practitioners are provided.

Professional learning at work is related to the opportunities to participate in explorative and constructive practices. Co-designing tools and technologies to support work offers such opportunities, which need to be better understood in the field of professional and vocational learning. As digitalisation initiatives become more ambitious and aim at wider service reorganisation, more professionals from nontechnical domains become involved in the work of designing technologies and developing routines for their practice. This study explores how health professionals participate in the design of a technology for the registration and sharing of patient information across healthcare units in a Norwegian city. Over a year, we observed the design meetings with a team of health professionals and IT developers. The health professionals were mandated this task as part of their regular work to ensure that the way of categorising and displaying patient information would serve the services' needs. The interactions in the design meetings were analysed to examine how categories of patient information were explored and negotiated as objects of design. Our findings show how the team needed to test candidate categories for various contexts of use. This implied both negotiation of future service routines and efforts to reconfigure tasks and responsibilities in multiple service contexts. This work brings extended responsibilities and opportunities for learning to health professionals. We discuss how their decisions are consequential beyond their own workplace as the information system and its categories condition the work of colleagues in the wider service chain.

The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education. This change supports an effort to ensure that coming generations of social workers are more than culturally competent, but rather actively anti-racist in their practice across the micro, mezzo, and macro spectrum. While some social work programs have already embraced anti-racist education, many still have significant work to do. The fact remains that every accredited school will be required to make this shift to stay in compliance with CSWE accreditation once the newly ratified EPAS comes into effect. Although changes are expected of social work schools/programs, guidance on how to make such changes has been scarce. This paper provides an overview of what is meant by "anti-racist social work education" and why it is important, inclusive of emphasizing the difference between rhetoric and praxis. Based on a narrative review of the literature related to social work schools/programs in the U.S. and Canada that began incorporating anti-racism prior to EPAS 2022, suggestions for encouraging strategies within both the implicit and explicit curricula that align with anti-racist social work education are offered.

Social work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standardized clients (SCs) or virtual clients (VCs). The study indicates a significant positive effect of simulated learning, regardless of client type (SMD = 0.95; 95% CI = 0.61 to 1.29). Subgroup analyses suggest that such learning is more effective with Masters of Social Work students, when utilizing VCs, for mental health assessment learning, in smaller classes, and in recent studies. These findings enhance the evidence base supporting the use of simulated learning in social work education.

During COVID-19, sudden field placement cancellations impelled schools of social work to find immediate means to support students in the completion of practicums remotely, whilst accreditation standards had yet to be re-articulated and permitted adaptations were unclear. Early "panic-gogy" moved to strategic development of new field pedagogies that build institutional resilience during times of crisis. The social work practicum learning portal (PLP) is one such pedagogy. Designed by Canadian field education faculty and created by community social workers, this series of online modules engages students in experiential learning by simulating the ways students learn in practice. During periods of disruption, the PLP expands access to field placement hours using digital technology and helps equip students for remote practice.

Ethical awareness is arguably becoming ever more relevant with the increasing digitalisation of professional practice. Ethical dilemmas are changing in nature, becoming more diverse and more difficult to tackle, also as technologically infused realities give rise to more blurry boundaries. Language professionals, in training for the roles of the future, require a strong sense of professional responsibility. This correlates with the ability to define their own ethical profiles and to apply them agilely to navigate evolving industry expectations. Ethical profiling is paramount if graduates of translation education are to confidently engage with the variety of emerging language-based roles, including those that involve significant automation. This article focusses on professional ethical requirements for the language industry as exhibited in the Romanian national context and describes educational tools that may support the development of ethical awareness for newly trained translators. The article reports on a pedagogical model applied with second year master's students in translation, which can ensure increased explicit exposure to ethically-charged professional scenarios as part of curriculum design. The suggestive model aims to mould professional ethical behaviours of trainee translators and to equip them with methodological options to support the continuous enhancement of their professional profiles while realistically assessing market developments and identifying shifts in ethical expectations.

The growing demand for language mediation across different domains of public service interpreting (PSI) poses a challenge for policymakers, stakeholders (institutional representatives, clients), and traditional interpreter education institutions. Alongside university-based interpreter education, different training formats have emerged internationally to meet the increased need for training. Based on a systematic review of extra-university training formats in Austria, this contribution presents the results of a qualitative follow-up study drawing upon data from semi-structured interviews with providers. The aim was to investigate whether entrance assessment procedures are employed by course providers when selecting course participants, and, if so, which they are and what motives lie behind providers' decisions for particular admission procedures. Our study shows that while there is considerable commitment to offering customer-tailored courses to heterogeneous groups of trainees, the training formats differ and there seems to be little communication among providers regarding the establishment and adequacy of different formats for student selection.

In the growing market of the translation industry, where 90% of the global output consists of specialised translation, the acquisition of familiarity with different specialised genres is critical for translation trainees to confidently prepare for their future professional challenges. Not only do professionals report dealing with a high diversity of texts and domains but low familiarity may result in poor translation performances and low self-efficacy. Due to the general orientation of Specialised Translation master's programmes in Italy, it is often difficult to deliver genre-specific training, which translates to scattered tasks and avoidance of highly specialised genres and texts. This contribution describes training administered to final-year learners of a master's degree in Specialised Translation, and it was designed to delve into four specialised genres by analysing and translating authentic professional materials. Pre-test and post-test questionnaires employing an adaptation of Chen, Gully, and Eden's general self-efficacy scale (2001) were administered to explore learners' perceived difficulties and to investigate whether the training could enhance learners' self-efficacy about translation tasks.

The Recognition of Prior Learning (RPL) is a process by which achievements gained through work or other experiences can be formally recognised and accredited in higher education. It has a role to play in providing accelerated routes for mature students and is particularly relevant to part-time learners. Despite studies showing the potential transformative effects and the benefits to retention, RPL remains a marginal activity. It is suggested that RPL assessment processes themselves may constitute a barrier to take-up and there has been a move to reconceptualise RPL as a distinctive specialised pedagogy for mediating knowledge sharing across boundaries. This paper contributes to this body of work through a study of RPL participants who were academics seeking credit for a postgraduate award. The research uses actor-network theory (ANT) to understand how and why they approached the RPL task in the way that they did. By understanding how things happened and how effects come into being it was possible to develop an RPL Translation and Transfer (RPLTT) model and typology that provides a heuristic for RPL design in practice contexts.

Educators worldwide are seeking innovative teaching strategies for engaging remote learners. This study explores the impact of an online role-play on students' perceptions regarding Interprofessional education (IPE) and the usage of online role-play as a pedagogic approach. An online role-play for introducing fundamentals of IPE was organised as an activity during the monthly discussion forum of Foundation for Advancement of International Medical Education and Research (FAIMER) fellowship at one of the regional centres in India. After the role-play, the six role-players provided a written semi-structured reflective feedback while 22 observers responded to an open-ended questionnaire. The obtained data were qualitatively analysed using an inductive approach. The role-player's reflections highlighted pre-requisites, strengths and challenges of an online role-play, whereas the observers reported an appreciation of the value of online role-play in learning interprofessional competencies. This study highlights online role-play as an innovative approach to remotely introduce the tenets of IPE.

When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational interpreters. Elements studied include conveyance of main ideas, directions for assignments, relevance strategies, orienting commentary, participation solicitation, mental state reference, and semantic organization. The interpretations clearly and completely conveyed approximately one-third to two-thirds of the information (M = 48.6%) related to these elements of classroom discourse. Frequent omissions and alterations rendered large parts of the message markedly different. Results suggest a need to improve training of educational interpreters, increase communication between teachers and interpreters, provide students supplementary services, and heighten awareness that the interpretation process is fallible in ways that can impact access to classroom discourse.

The 2011 Budget Control Act eliminated the in-school interest subsidy for graduate and professional students borrowing under the Stafford Loan Program. As a result, starting on July 1, 2012, graduate and professional students borrowing Stafford Loans became responsible for the interest accruing during their in-school deferment period. This study assesses the effect of this de-subsidization on students' compositional attributes (e.g. gender, ethnicity, income), borrowing behaviors (e.g. extensity or participation in and intensity or magnitude of borrowing), total annual amounts borrowed, sources of lenders, and anticipatory effects (i.e., changes in borrowing behaviors based on the knowledge of policy change before this policy was implemented). To address this goal, we relied on repeated cross-sectional data drawn from three iterations of the National Postsecondary Student Aid Study. We found evidence of compositional changes that signaled a reduction of white and an increase of first-generation in college for graduate students. We found no evidence of declines in student loan participation; however, we found anticipatory effects with about 45,000 (6%) graduate and professional students maxing out their allowed Stafford amounts before July 2012, a strategy that allowed graduate students continuing graduate school enrollment to be grandfathered this subsidy into the new policy era. Although debt burden increased by 3.86% post-policy, effect heterogeneity tests indicated that law students decreased their total debt amounts by 18.8%, with 83% of this reduction resulting from borrowing less from Stafford loans.

Background: Cultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial required professional training program in nursing education. Its purpose is to improve nursing students' professional English so that they can directly understand the clinical medical information related to patients, thereby reading the latest international medical knowledge and participating in research themselves. Objective: The MEHP program is commonly conducted in a large-scale class using the lecturing approach, which is a passive learning mode lacking opportunities for individual students to experience learning contexts and to receive advice and guidance from the teacher. To solve this problem, the present study proposed a motivation model-based professional English gaming approach. Method: To verify the effects of the proposed approach, a quasi-experiment was conducted in an MEHP program of a university to explore the effects of the approach on nursing students' learning achievements. In addition, the higher and lower achievers' behavioural patterns, as well as their perceptions of the learning approach, were investigated. Results and Conclusions: The results showed that the motivation model-based digital gaming approach improved the students' professional English achievements in the "application" dimension as well as their positive perceptions of learning professional English more than the conventional learning approach. Moreover, when learning with the proposed approach, the higher achievers revealed more positive behavioural patterns than the lower achievers. The main contributions of the study are the proposal of a motivation model-based digital gaming approach, and showing the effectiveness of the proposed approach in helping trainees gain a deeper understanding of professional English and facilitating their positive learning behaviours in a course for medical English.

Purpose: The purpose of this paper is to adopt the theory of planned behavior to close the entrepreneurial attitude-intention-behavior gap in the entrepreneurship field as well as test the key moderators of the entrepreneurial process, starting from entrepreneurial attitude and intention to behavior to engage in entrepreneurial activities -- namely, entrepreneurship education. Design/methodology/approach: The research used a sample of 2,566 students from 16 universities in Vietnam. First, Cronbach's alpha and confirmatory factor analysis have been used to test the reliability and validity of scales. Then the coefficient paths in the conceptual framework were tested through structural equation modeling, and indirect associations were estimated via the PROCESS bootstrapping approach. Findings: The research illustrated that both attitudes toward entrepreneurship and entrepreneurial intention serve as the central antecedents in the formation of entrepreneurial behavior. Also, when students are more entrepreneurially educated, the linkage between attitude toward entrepreneurship and entrepreneurial behavior was hypothesized to become stronger, yet the relation between entrepreneurial intention and behavior was weakened. Practical implications: This research suggests useful recommendations for educators and policymakers to encourage university students' favorable attitudes toward entrepreneurial activities, their intention to engage in them and their subsequent entrepreneurial behavior. Originality/value: This research is expected to make a significant contribution to the entrepreneurship literature by closing the entrepreneurial attitude-intention-behavior gap as well as enriching our understanding of the influence of entrepreneurship education on the entrepreneurial process. Importantly, this research reveals that entrepreneurial education significantly moderates the effects of attitude toward entrepreneurship and entrepreneurial intention on entrepreneurial behavior.

This paper aims to understand the impact on student learning of redesigning an elective substance use course with the intent of contextualizing the topic by modeling a structural critical lens. In addition, we look at how this shift impacts students' approaches to working with clients who use substances. Secondary data from student course evaluations were used to determine themes. The findings reinforce the value of a social work approach, the need to rebalance individual and society's responsibility for substance use, the necessity of a critical structural lens, new skills students learned, and the existing gaps students have identified in relation to integrated substance use practice.

While there is mounting research on the well-known white founders of social work, documentation of Black social work pioneers and their contributions is scarce -- in both social work education and the broader telling of the profession's history. Given the systemic exclusion of Black social workers in the dominant narrative of social work history, there is a critical need to understand how social work education perpetuates and centers whiteness in the teaching of historical and contemporary social work. This article uses Critical Race Theory to interrogate the role of racism and white supremacy in maintaining the Eurocentric hegemony undergirding the pedagogical and epistemological canons of social work. Moreover, the authors call for a radical shift from social work's white- centered discourse and curricula to an equitable praxis, centering Black social work pioneers and their contributions to the profession. Implications for decolonizing pedagogy and anti-racist practice in social work education are also discussed.

This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education.

This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh's (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the 'Abyss'. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch's (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017--2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.

Contribution: This study contributes to understand the current state of electronics education in Brazil, comparing it with market demand for professionals in the context of Industry 4.0 (I4.0). This study can be used to improve and update education programs and disciplines, as well as to assess whether the graduate's profile is aligned with the needs of Brazilian industries. Background: The effects of I4.0 have created an industrial environment that requires new professional skills and knowledge. Electronics was one of the most affected industries, mainly due to the rise of the Internet of Things (IoT). To prepare professionals to act in this new environment, technological education must be constantly updated. Research Questions: How are educational institutions preparing to teach electronics, particularly reconfigurable logic and microcontrollers, in the context of I4.0 and IoT? How does professional education in the field of electronics in Brazil align with market demands? Methodology: To collect and analyze data for this study, survey and multivariate analysis techniques (discriminant, exploratory factorial, and multidimensional scaling) were used. The sample included 89 Brazilian university professors who teach digital systems and have academic backgrounds in electrical, electronics, or related fields. Data from the survey and Brazilian industries were used in joint analyses. Findings: The lack of material in Portuguese for reconfigurable logic and laboratory preparation for IoT training are among the most critical factors in the Brazilian scenario. Despite the fact that professors consider logic is important for students' technical training, 34.8% reported that it is not taught in their institutions. The reality of educational institutions in terms of laboratories for the I4.0 was rated zero (worst level of evaluation on a scale from zero to ten) by 14.6% of respondents.

Whether corporations voluntarily reduce their negative impacts on the environment and society depends upon management advocacy. As future corporate leaders, accounting students will have a critical advocacy role, but they have been taught that shareholder value should not be sacrificed to reduce the externalized environmental and social costs caused by corporations. We believe accounting students are unable to break through the shareholder value maximization doctrine without understanding threshold concepts of corporate externalized costs and revised conceptualizations of corporate ownership and corporate governance. This paper proposes a new Environmental, Social, and Governance (ESG) Learning Model that accounting instructors can employ to understand the threshold concepts. Threshold concepts are reconstitutive and fundamentally change students' worldviews so that new understandings may emerge and advocating for ESG initiatives becomes possible. The paper concludes with instructional strategies aligned with three pedagogical modalities to help students absorb the ESG threshold concepts.

The "Culturally Nourishing Schooling" (CNS) project is focused on whole-of-learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school-based professional learning strategies, broad school or system-level initiatives and deep engagement with local community, including students and their families. One of the professional learning strategies in the project is a 2-day intensive curriculum-focused workshop, which ran for the first time in 2021 within urban, regional, and remote school settings across New South Wales, Australia. The first day of the curriculum workshop introduces teachers and local Cultural Mentors to three analytic frameworks that they utilise to appraise curriculum resources available in the public domain. The curriculum resources appraised are all examples of curriculum designed to support educators with embedding an Indigenous knowledges focused National Cross-Curriculum Priority into their curriculum. On the second day of the workshop, teachers are tasked with appraising and revising a curriculum unit of work that they or colleagues have planned for the upcoming teaching semester. The curriculum workshop culminates with the revised teaching and learning resources being presented to the full group of workshop participants, and subsequently each teacher is asked to write a reflection about the curriculum work that they have engaged in. For this paper, data analysis draws on 'three sensibilities' that invite enacting a form of onto-epistemic heterogeneity. These sensibilities are multiplicity, horizontality and dialogicality. This analytic undertaking simultaneously explores the entanglements, and grapples with the possibilities, of re-imagining curriculum and related pedagogical practices that seek to 'delink from the colonial matrices of power'.

Purpose: Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator's importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity. Design/methodology/approach: Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers. Findings: The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed. Originality/value: The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual's scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

This study takes a fresh look at vocabulary learning from the lens of professional translation practice and proposes integrating parallel texts with translation tasks to foster vocabulary learning. The study adopts a quasiexperimental design to examine the effectiveness of using parallel texts in pedagogical translation to foster EFL learners' lexical gains and vocabulary retention. It compares learners' foreign language vocabulary gains as a direct result of pedagogical translation tasks completed under two conditions: (1) Translation tasks with parallel texts (the "parallel-text approach") versus (2) translation tasks without parallel texts. A total of 40 Chinese EFL sophomores in social sciences participated in this study. The study consists of two experiments with identical procedures to allow all participants to swap roles and experience vocabulary learning under both conditions. Qualitative and quantitative data were retrieved from learners' drafts, revisions, and post-tests. The potential benefits of using parallel texts in pedagogical translation tasks were revealed in both between-group and within-subjects analyses. Empirical evidence of the pedagogical value of parallel texts may help language educators to innovate and facilitate learners to rethink their strategies.

There is a social and cultural problem related to suicide in advanced societies. From a professional point of view, social workers intervene to achieve social welfare and health for the people with whom they work without being exempt from suffering suicidal ideation themselves. The present research aims to analyze suicidal ideation in undergraduate students of Social Work. Through a quantitative methodology, this phenomenon is analyzed in a large sample of students belonging to Spanish universities (n=1005). In the statistical study, a frequency analysis, a cross-table analysis, and a binary logistic regression are developed, taking as reference the dependent variable: the risk of suicidal ideation. The predictor variables of suicidal risk are: sex, type of social relationships, bullying in previous stages, consumption of antidepressant medication, increased anxiety after COVID-19, and economic difficulties in continuing studies. Universities should not be oblivious to the problems of their students but should incorporate specific programs for the treatment and prevention of suicidal risk, promoting quality education about the U.N. Sustainable Development Goals.

Few studies have been conducted on the use of the ACPA/NASPA Competencies (2015) in graduate preparation programs. To understand the use of these competencies in graduate preparation programs in student affairs, two case studies of two graduate preparation programs at public institutions in the South were conducted. Interviews with graduate program coordinators and focus groups with graduate students and graduate assistantship supervisors identified areas of improvement, including increasing connection with practitioners.

The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against "conversion therapies" have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

Purpose: This paper explores social media practices with an exemplarily focus on constructions of space and social movements. It aims at identifying prospects for social science education under digital conditions regarding the reconfiguration of content and possibilities for digital literacy. Approach: By reviewing and summarizing popular strands of discussion on the application of social media practices in constructions of spaces and social movements, we identify common didactical themes from an educational perspective. Subsequently, we discuss social networks as real-world learning contexts in light of creative practices. Findings: Building on this, we derive theoretical implications for social science education for teaching and learning within social networks with a special focus on creativity. Following this, we present implications for social science literacy as well as digital literacy, which are two sides of the same coin. Practical implications: Finally, we present implications for future research and outline prospects for a future social science education.

This article reports on an evaluated workshop using a speed networking method to promote inter-professional work-integrated learning (WIL) in a tertiary classroom setting. The article includes specific reference to speech-language therapy, nursing and social work, three of the seven disciplines that engaged with the exercise. Social constructivist learning theory is discussed with reference to development of work readiness for interprofessional teamwork among final year speech-language therapy students. The practical considerations used in facilitating the workshop are explained, with findings derived from a thematic analysis of the evaluation feedback provided. The key outcomes from the learning exercise identified an increased understanding of diverse professional identities amongst students whilst challenging pre-existing disciplinary stereotypes. Finally, the pedagogical implications of facilitating this WIL initiative are discussed.

Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (DPE) graduates. Utilising adapted instruments, this study investigated the teaching competence of biology teachers who are DPE graduates, specifically their Technological, Pedagogical, Content Knowledge (TPACK) and Biology teaching competence to design a teacher professional development (TPD) programme. Most teachers were BS Nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. Also, most teachers received between one to five TPDs focused on biology, pedagogy, and technology. Among the TPACK components, the teachers perceived that they were least competent in pedagogical knowledge (PK) and pedagogical content knowledge (PCK). Although the teachers agreed on their perceived overall TPACK competence, there is still an avenue to strengthen their TPACK. Teachers also believed that they were least competent in biological cellular processes. Need-based teacher professional development programmes are recommended to enhance Biology teachers' TPACK, and ultimately, biology education.

Over the last two decades, a remarkable number of studies have examined the role of engineering education in supporting knowledge and skill building among children. In this paper, we present a synthesis of this literature to evaluate the added value of pre-college engineering design experiences at the elementary level, and ways researchers have gathered evidence of children's development of this knowledge and skills. We have conducted a systematic literature review. The initial search across four different databases with relevant keywords resulted in over 3000 journal articles and conference papers. In a two-rounds screening, by applying the inclusion criteria first to titles and abstracts, and then to the full text, 78 peer-reviewed publications were included in this systematic literature review. We summarized and synthesized empirical evidence of student learning and engagement in engineering design activities, and approaches they were assessed and elicited. The thematic analysis revealed five categories of knowledge and skills: (1) disciplinary content knowledge; (2) engineering design practices, (3) engineering thinking skills; (4) professional skills; and (5) career awareness. Additionally, the assessment and evaluation approaches that were used for each of these categories were identified and discussed. The findings provide collective evidence of variety in student learning opportunities but also suggest the need to carefully define these knowledge and skills. Since a wide range of evaluation approaches were used to capture similar outcomes, we conclude that it is imperative to develop a shared research agenda by carefully defining the knowledge and skills we expect children to learn.

Interprofessional Education (IPE) is a critical component of healthcare education and a requirement of many accrediting bodies. Approaching IPE from a holistic, comprehensive lens allows academic institutions to overcome challenges related to operating within program- and discipline-specific silos. Bringing students together to learn with, from, and about one another's professions empowers them to improve their teamwork and communication skills while broadening their understanding of various roles and responsibilities. Clarkson College developed a compulsory IPE course that is documented on students' transcripts. This online IPE 301 course was designed to provide students with educational materials to enhance their collaborative skills for better care outcomes. The Clarkson College framework was derived from best practices across the IPE landscape, including the IPEC competencies, the Quadruple Aim, and NCICLE, a thorough review of literature, and input from other institutions. To extend the reach of IPE beyond the clinical healthcare setting, Clarkson College expanded the curriculum to include community involvement and service. This course involves both synchronous and asynchronous learning opportunities for undergraduate and graduate, as well as on-campus and distance students. It is comprised of five online modules that include four sets of didactic lectures, videos, and quizzes, followed by three IPE experiences with reflections. Quantitative data points include the use of the ICCAS survey as pre-, mid-, and post-tests. Qualitative themes were pulled from student reflection submissions. Three years of cumulative data indicate that Clarkson College's IPE 301 course has resulted in students' improved ability to collaborate interprofessionally, in both clinical and non-clinical settings.

Although there is a growing body of research that suggests the mental health of graduate students differs from that of their undergraduate counterparts, studies examining international students at the graduate level are scarce. This study therefore compares mental health diagnoses, challenges and stressors experienced, and use of mental health support, of international and non-international students who identified as being graduate/professional students. Data from the 2019 Canadian National College Health Assessment were used to compare the international graduate students (n = 1,876) to their non-international peers (n = 4,809). Significant differences were found on prevalence of conditions, certain specific challenges that are experienced, and help-seeking behaviours. Overall, international and non-international students may experience similar challenges, but international students are less likely to seek support. The findings suggest a need for graduate advisors and student affairs professionals to recognize the unique experiences of international graduate students particularly with their help-seeking behaviours.

Academics have historically been members of socially dominant groups--white, cisgender, heterosexual men, from middle- to upper-classes, who identify as able-bodied and able-minded. Members of other groups are often disadvantaged. In two larger studies, semi-structured interviews were conducted with professionals from marginalized groups. Here we explore the narratives of 16 participants who explicitly discussed their experiences in faculty positions within the health and social service professions. The "expected academic" roles of teacher, researcher, and colleague/administrator did not neatly fit for participants, clashing with the expectations they faced by virtue of their marginalized identities. Within the health and social service professions, the norms and expectations of the academy required marginalized faculty to make sacrifices of their time and sense of self to meet job demands. The effects of these role conflicts are pervasive, affecting many areas of academic work and beyond.

A majority of service learning (SL) studies focus on the student benefits and challenges, whereas few consider the organization (community partner) viewpoint. This study examines the value that small businesses place on a marketing-oriented SL project run by the academic Marketing Department at the Cape Peninsula University of Technology in South Africa. A client programme evaluation was administered via a structured questionnaire and a survey in order to discern the perceptions of 107 small business community partners. Perceived value was cross-tabulated with the performance benefits, lack of value reasons, satisfaction, lasting value, future participation, and student group variables (registration and grades). Small businesses generally found that the SL project added value to their organizations. Those small business community partners who found the SL project less valuable noted reasons such as lack of project coordinator involvement, ineffective communication, and the SL project was not apt for their business.

The CPED Framework (CPED, 2022) envisions the EdD as a professionally-oriented alternative to the PhD. Within the framework, two professional aims are proposed: stewardship and scholarly practice. In this essay, I distinguish between the two terms, exploring how Erving Goffman's (1986) concept of frame analysis can be a useful approach to stewardship. I contrast Goffman's (1986) approach with that of frame alignment (Snow et al., 1986), noting that frames are useful for clarifying the improvement efforts of scholarly practice while also putting those who use them at risk of encapsulation. I explore how the signature pedagogy of the CPED Framework itself is such a frame. I hope this essay will be useful for faculty in CPED-informed programs designing courses to balance the dual development of scholarly practice and stewardship, and that it will be useful for CPED-informed EdD candidates integrating multiple frames into the definition and solution of PoPs.