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Reflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.

Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.

Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.

This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.

The methods and procedures in which teachers are trained and supported are rapidly changing. While the COVID-19 pandemic undoubtedly disrupted education and exacerbated a growing teacher shortage, these problems are not new, they stretch back decades and are the result of underfunding and political machinations among many other factors. This paper is a case study of a small private university and how it transitioned to supporting employed interns and providing on-the-job-training and support for these types of interns in this volatile time for teacher education and preparation.

This paper is a case study. The paper chronicles how the initial certification department within a larger school of education was able to transition to meeting the needs of employed interns and supporting them.

The most important findings for this case study/examination of practice, while not necessarily generalizable, were the creation of a culture, attention to implementation and the fostering of a learning organization.

The teacher shortage forced the university in this paper to change its offerings, assumptions and culture with regard to interns and their needs. While this was unique to one institution, other institutions are most likely in similar situations.

The current study has a two-fold purpose. Firstly, it aims to analyze the extent to which knowledge management (KM) affects the performance of individuals (task and contextual) on the one hand and that of organizations (product or service, perceived and financial) on the other hand. Secondly, it proposes to investigate the mediating effect of motivation and innovation in the relationship between KM and individual and organizational performance.

Partial least squares structural equation modeling (PLS-SEM) was employed in this study, with mediation analysis performed using advanced PLS-SEM techniques. A total of 1,284 respondents from organizations in both the public and private sectors were included in the sample.

The findings emphasize that KM has a more significant direct effect on individual performance compared to organizational performance. Concurrently, in terms of indirect influence, it is found that KM, through motivation and innovation, has a positive and significant effect on both individual and organizational performances, with a higher influence on the organizational one.

The originality of the work can be noted in designing two different structural models to represent the proposed relationships at the individual and organizational levels. These findings could provide organizational decision makers with empirical evidence, helping them (1) internalize the significance of the KM process in organizations as well as its subsequent effects on individual and organizational performance and (2) identify factors that mediate variable relationships.

This paper aims to investigate the impact of the COVID-19 pandemic on university students' employability skills and give insights into preparation for future crises that may happen.

Employing an interpretative phenomenological approach with the frame of social cognitive theory, the current study examined the changes in environmental, behavioral and personal elements of human functioning for employability skills being affected by the conditions during the pandemic.

Findings based on ten in-depth semi-structured interviews with students at universities in Vietnam highlighted that the global pandemic performed as both challenge and an opportunity for employability skills development, yet the extent to which the students can benefit from the new studying conditions attributed to each individual's initiatives in taking advantages of resources and acting against difficulties.

Whether the pandemic became a hindrance or a motivation for students' employability skills to develop and whether students effectively utilized an agency to overcome challenges and improved their skills after the pandemic have not yet been investigated. This study added to the body of literature regarding self-regulated learners by demonstrating agency in the learning process as well as how to manage careers and improve employability skills by making use of resources in disconnected settings.

This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias, measurement invariance and reliability were tested.

A cross-sectional design was used. For the study on intention to drop out, 1,820 first-year students participated, whilst 780 first-year students participated in the study on satisfaction with studies. Confirmatory factor analysis (CFA), differential item functioning (DIF), measurement invariance and internal consistency were used to test the scales.

A one-factor structure was confirmed for both scales. For the intention to drop out scale, Items 3 and 4 were identified with statistically significant item bias; however, these differences had no practical impact. Except for scalar invariance for language, sufficient measurement invariance was established. No problematic items were identified for the study satisfaction scale.

In essence, this study provides evidence of two short measures that are culturally sensitive that could be used as short and valid measures across contextual boundaries as practically valuable tools to measure intention to drop out and study satisfaction in diverse and multicultural contexts.

This study contributes to limited research on bias and invariance analyses for scales that can be used in interventions to identify students at risk of leaving the university and utilising psychometric analyses to ensure the applicability of these two scales in diverse and multicultural settings.

This paper aims to investigate whether paid work activity (PWA) experience of students from five emerging economies is related to academic results and self-assessment of possessed entrepreneurial traits. Additionally, the authors verify the relationship between obtaining work experience and the willingness to start own business among students.

Participants included 3,631 students of the first level of higher education at six universities in five countries (Bulgaria, Latvia, Lithuania, Poland and Ukraine). A survey questionnaire was used which included questions on the previous work experience, paid work during university studies, the assessment of competencies related to entrepreneurship and the assessment of the desirability of entrepreneurship as a career choice.

Findings indicate that students who engaged in PWA before studies are more likely to do it during studies. PWA during studies is related to perceiving oneself as a worse-performing student, but also to the perception of oneself as an entrepreneurial person. No such relationship was found for the PWA experience before entering the university. It was also found that students are likely to start their businesses after obtaining work experience.

Practical implications pertain to the role of the contemporary academic institutions that should consider their approach to enabling students’ PWA and teaching them how to engage in it for the benefit of their own and the societies to which they belong. It is argued that it may be particularly essential in emerging economies.

The correlates of PWA of students have been underexplored. This paper allows broadening the current understanding of this phenomenon. The authors investigated its relationship with feeling entrepreneurial and academic achievements among young people from five emerging economies, which provides valuable insights for policymakers and educational institutions. It is argued that such insights may be particularly essential in emerging economies. Additionally, the authors contribute to advancing two theories that have not been extensively used in the entrepreneurial context: expectancy theory and social learning theory of career development.

Improving service quality, student satisfaction and student loyalty is important to higher education institutions’ sustainable growth. The objectives of this study are a twofold: first, the study seeks to determine the dimensions of higher education service quality with a specific focus on Vietnam. Second, it examines how the service quality dimensions impact student satisfaction and student loyalty, with the moderating role of the university image.

This study followed a rigorous procedure, including interviews, a survey, exploratory factor analysis (EFA) and reliability analysis to identify higher education service quality dimensions and their measures. After that, using the data obtained from 1,550 university students in Vietnam, confirmatory factor analysis was used to validate the identified dimensions and structural equation modeling was used to test a proposed model explaining the outcomes of higher education service quality.

The findings reveal five dimensions of higher education service quality: academic aspect, nonacademic aspect, programming issues, facilities and industry interaction. Most of these factors have a positive influence on student satisfaction. In addition, the university image moderates the positive relationship between student satisfaction and student loyalty.

This study’s findings highlight the complexity of service quality in the higher education context and encourage higher education institutions to improve their service quality in image to enhance student satisfaction and loyalty.

This study suggests a unique measure of higher education service quality dimensions and provides fresh insights into how they impact student satisfaction and loyalty in Vietnam.

This article develops an innovative multidisciplinary conceptual framework in the field of refugee entrepreneurship by combining the theory of mixed embeddedness with the concepts of intersectionality and agency. Focusing on the phenomenon of refugee entrepreneurship, this conceptual framework addresses the following questions: how is entrepreneurship informed by the various intersectional positions of refugees? And how do refugees exert their agency based on these intersecting identities?

By revising the mixed embeddedness approach and combining it with an intersectional approach, this study aims to develop a multidimensional conceptual framework.

This research illustrates how the intersectional positions of refugees impact their entrepreneurial motivations, resources and strategies. The authors' findings show that refugee entrepreneurship not only contributes to the economic independence of refugees in new societies but also creates opportunities for refugees to exert their agency.

This conceptual framework can be applied in empirical research and accordingly contributes to refugee entrepreneurship studies and intersectionality theory.

This literature review aims to assess the current research on healthcare job availability and skilled professionals. The objective of this research is to identify challenges caused by the imbalance between healthcare service demand and qualified professionals and propose potential solutions and future research directions.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was employed as the guiding framework for conducting this review. A qualitative research design analyzed 38 peer-reviewed, evidence-based research works from 50 journal publications. Inclusion criteria focused on empirical studies, observational research and comprehensive reviews published within the last ten years. Thematic and discourse analysis categorized themes and factors explored in selected publications.

The findings highlight significant challenges in the healthcare sector regarding job availability and skilled professionals. Developed countries face understaffed healthcare facilities, resulting in increased workloads and compromised care. Developing countries experience high rates of unemployment among healthcare graduates due to limited resources and mentorship.

Improving educational infrastructure, expanding training opportunities and increasing healthcare investments are crucial for nurturing a skilled workforce. Implementing effective retention policies, fostering international collaborations and addressing socioeconomic determinants can create a sustainable job market.

The healthcare sector faces critical challenges in balancing job availability and skilled professionals. Strategic solutions are proposed to create a sustainable and equitable healthcare workforce. By implementing recommendations and conducting further research, access to quality healthcare and global public health outcomes can be improved.

This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks.

This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures).

The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated.

Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets.

The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market.