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"Students"

The low absorption of university graduates into the labor market is a crucial issue that must be addressed, with many graduates experiencing a mismatch between their expertise and the job roles they choose. The aim of this study is to investigate the mediating role of employability skills in examining the effect of experiential learning on graduate learning satisfaction. This study uses a quantitative approach. Data were collected from 297 graduates of the Office Administration Education Study Program in Central Java via an online questionnaire using a 1–5 Likert scale. Data analysis was conducted using Structural Equation Modeling (SEM) with the warpPLS software, including validity testing, collinearity, and the relationships between variables through path coefficients. The research results support all hypotheses, showing a significant positive relationship between employability skills and graduate learning satisfaction, experiential learning and employability skills, experiential learning and graduate learning satisfaction through employability skills. The findings conclude that employability skills successfully mediate the impact of experiential learning on graduate learning satisfaction. It is recommended that educational institutions strengthen the implementation of experiential learning opportunities, such as internships and work integrated learning, to better meet the expectations of local industries and improve students’ employability skills. © (2025), (UiTM Press). All rights reserved.

Purpose: This study aims to look at the motives and dynamics of career choices in the socio-cultural values of the Bugis community. Career choice factors are rarely approached from the aspect of socio-cultural values. One indicator of extrinsic factors is socio-cultural values. Design/methodology/approach: This study is qualitative research. The subjects of this study consisted of 34 first-semester students at vocational higher education. The research method is in the form of qualitative research through documentation, observations and interviews. Documentation was carried out to collect data on the informant’s academic achievement and background. Observations were made to observe the informants’ behavior and learning habits while in class. Interviews were used to determine motives, influencing factors and the impact of informants’ career choices. Findings: The findings of this study indicate: (1) vocational higher education students in the Bugis community choose careers based on their own choices and other people’s choices or other people’s considerations (chosen); (2) the socio-cultural values of the Bugis community become an influential factor in the career choices of vocational higher education students in the Bugis community, both those who choose themselves and those who are elected and (3) for those who choose themselves, the socio-cultural values of the Bugis community become a factor that directly influences vocational higher education students. Originality/value: The socio-cultural values of the Bugis people are a factor that has an indirect influence on the career choice of vocational higher education students. © 2025, Emerald Publishing Limited.

Dealing with complex problems requires of future professionals more than knowledge, skills and expertise; it requires wisdom. Recently, the question how to develop wisdom in university students has been raised. Most theoretical models of wisdom include cognitive, affective-social, ethical-existential and action dimensions. The aim of this study was to examine (1) whether the four-dimensional theoretical structure of the wisdom concept can be empirically verified in the higher education context, and (2) what kinds of pedagogical practices explain the development of attributes related to wisdom in university students. Participants of the study were third-year university students (n = 535) representing several disciplines. Data were collected through a survey in which students evaluated their development in wisdom attributes with 46 items and answered 57 items concerning pedagogical practices used on their courses. Exploratory factor analysis and regression analysis were used to analyse the data. The analyses concerning the four-dimensional model of wisdom yielded four factors: cognitive, ethical–existential, affective, and social dimensions, thus partly verifying the theoretical structure. Regarding the pedagogical practices, activities aimed at developing scientific thinking, and sharing and learning from practical experiences explained most the development of attributes of wisdom. Collaboration between students, independent studying, and integration of theory and practice also played an important role. In general, diverse forms of teaching and learning seem to be crucial for the development of prerequisites of wisdom in higher education. Practical implications of the findings are discussed. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study introduces the project-based flipped teaching-learning method into a cooking practice class and analyzes student satisfaction. In the pre-class stage, the professor created a video lecture explaining the practice dish’s ingredients and cooking methods, and uploaded it to the Learning Management System. After watching the video, during the in-class stage, learners practiced in teams, with the professor providing feedback on cooking processes. In the post-class stage, learners presented the cooking process of the completed dish, and received further feedback. A satisfaction survey involving 19 of 21 students indicated positive ratings for focus in class, online–offline course balance, professor–student interaction, and convenience of video lectures. However, learners indicated difficulty in understanding the cooking method and process owing to the lack of demonstration by the professor during the pre-class stage. Therefore, an efficient teaching and learning method for cooking practice education that can maximize these advantages should be designed. © The Author(s) 2025.

Entrepreneurial intention (EI) is a predictor of entrepreneurial behavior. In past years, it received significant attention due to the numerous advantages of entrepreneurial activities. The formation of EI within diverse international settings has been studied by researchers; however, the results of these studies are still inconclusive. Building on the Theory of Planned Behavior (TPB), this study aims to shed light on how EI is created within three countries with different cultural, economic, and social backgrounds. Data was collected through a questionnaire completed by 413 business students enrolled in three universities in Germany, Romania, and Ukraine. Structural equation modeling analysis was used to examine the structure model of developing EI, and bootstrap confidence intervals were examined to test the mediating role, and multi-group analysis was used to identify differences among the three samples. Overall, the results reveal that both the attitude toward behavior (ATB) and the perceived behavior control (PBC) influence the EI of business students. These relationships were found to be significant in the three samples. ATB and PBC were identified as significant mediators of the relationship between social norms (SN) and EI in the overall sample. Within the subsamples, ATB was shown to have a mediation effect within the Ukrainian sample, whereas PBC was found to mediate the impact of SN on EI within the German and Ukrainian samples. The findings are discussed and both theoretical and practical implications are provided. JEL Clasification: L26, M13. © The Author(s) 2025.

As higher education expands in Ethiopia, the unemployability of graduates, especially women, remains a persistent challenge. An exploration of this issue that leaves women with limited employment opportunities in Ethiopia requires a thorough explanation of the underlying factors. Using a mixed-methods case-study methodology, this study investigated why college-educated women experience challenges in the Ethiopian labor market. Drawing from extant literature and survey data from a large-scale mixed-methods formative assessment of 460 human resources (HR) managers and 1,261 purposively sampled tertiary students, this study offers a comprehensive understanding of the perspectives of employers, university faculty and administrators, and students. This paper provides a more nuanced illustration of the cultural, social, institutional, and political barriers women face in Ethiopia as they navigate higher education and the post-college/university job market. The findings show (1) gendered cultural expectations, (2) inequitable access to campus career support systems, and (3) uneven commitment to gender parity among employers. Based on these findings, one major implication is that colleges and universities should promote gender equity in the labor market and provide women with tailored academic and career support. Government and policy makers in Ethiopia should ensure gender equity policies are in place and functioning, incentivize gender equitable employment practices, and subsidize gender equality-related studies and awareness raising campaigns. © 2025 Society for Research into Higher Education.

This paper offers a critical perspective on the relationship between academic disciplines and the development of professional identities in higher education by highlighting the legacies of classed and gendered histories embodied in practice. The analysis centres on nursing education which occupies a space within the academy that is fundamentally shaped by class and gender, which is considered in relation to disciplinary habitus and epistemic positioning. The disruption to nursing education caused by the COVID-19 pandemic is used as an entry point into these debates, with data drawn from a qualitative study in North West England with participants recruited as final-year nursing students alongside professional stakeholders. Using a typology of how higher education students may be constructed, there was little evidence of a ‘consumer’ or ‘socialite’ orientation among the nursing students. Instead, they presented a hybrid construction of the ‘citizen-learner-worker’, with a sense of duty to care and who learns most ‘on the job’. This orientation to education and practice was favoured by the participants despite challenges to this amongst the professional community as expressed in the stakeholder interviews. If the learning that is most valued by students and newly qualified nurses is bound to gendered vocational histories, then there are implications for nursing educators and stakeholders to consider the challenges of these occupational cultures. More broadly, the paper provides insights into how the formation of educational/occupational identities is moulded by both epistemic and structural factors, thrown into sharp relief at a time of crisis. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research addresses the significant potential for developing 21st-century learning media to enhance student work readiness in vocational education, particularly in the culinary arts. Many practitioners in this field lack awareness of the necessity and benefits of incorporating appropriate learning media to build essential skills for the modern workforce. Current recommendations often emphasize developing 21st-century skills but fail to integrate these concepts into practical, engaging learning experiences, resulting in low student motivation and suboptimal learning outcomes. This study conducts a qualitative analysis through document reviews, observations, interviews, and focus group discussions involving practitioners, lecturers, and students in vocational culinary education. The research identifies key specifications for AR-based learning media, emphasizing six parameters: interactivity, contextuality, real-time engagement, accurate work simulation, personalization, and collaboration. Additionally, four operational supports are deemed crucial: reliable internet access, universal smartphone ownership among students, partnerships with industry, and digital training for educators. The findings provide actionable recommendations for institutions, educators, and future researchers aiming to develop effective AR learning media. Such media can significantly enhance students' practical skills and work readiness by offering immersive, interactive, and contextually relevant learning experiences. The study highlights the critical role of integrating real-world simulations and personalized feedback to maintain high levels of student engagement and motivation. Ultimately, this research underscores the importance of aligning vocational education with the evolving demands of the culinary industry and the broader job market. By leveraging advanced learning technologies and fostering strong industry partnerships, educational institutions can better prepare their students for successful careers in the 21st century. The study's insights contribute to the ongoing discourse on improving vocational education outcomes and offer a clear roadmap for developing innovative learning solutions tailored to the needs of modern learners. © 2025 Malque Publishing. All rights reserved.

The study investigates the influence of various components on tourism students’ attitudes toward statistics, and the causal relationship between these components. A total of 435 students were asked to fill out a questionnaire on the Survey of Attitudes Toward Statistics (SATS). The main data analysis in this study uses exploratory factor analysis (EFA) or principal component analysis (PCA) to look for interdependence relationships between variables in order to identify the dimensions or factors that shape attitudes. Our results show that students’ attitudes toward statistics before and after the learning process tend to be positive, where attitudes toward statistics before learning for each group of student backgrounds show a linear relationship with attitudes toward statistics after learning, except for groups based on work experience. The results of the study also show that the original 4-factor structure, namely, cognitive, affective, difficulty, and value, according to conditions in Indonesia, especially for tourism students, produces four components, namely, value, affect, interest, and difficulty components. For stakeholders, the results of this study have broad implications for the development of a tourism education curriculum, as tourism students increasingly need to be given statistical literacy skills. © The Author(s) 2025.

To scope the actual problems regarding climatic changes and the corresponding regulations, sustainable strategies and actions become increasingly important for companies, especially in production. The industry is facing a deficit in well-trained professionals that meet these criteria. This paper attempts to determine the relevant skills and the associated training needs for: pupils, teachers, students, and professionals. For this purpose, a literature and job offer analysis on required skills and on existing regional trainings were first carried out. The results were discussed and revised at workshops with interested stakeholders. It was found that there is still a big need in trainings for basic sustainability topics, such as the SDGs. Furthermore, topics like digitalization, life cycle assessment, legislation, reporting and sustainable management systems are particularly important. To implement these topics in training courses, it became clear that practical approaches are to be preferred. Soft skills, like communication skills, should be taught alongside. © 2025 The Author(s).