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This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.

Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.

The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.

Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.

The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.

Trade-offs that involve secular values of money and sacred human values are often seen as taboo. This paper aims to examine how consumers avoid making taboo trade-offs with anthropomorphized products, by choosing options that ensure the well-being of the humanized products, even at a financial cost to themselves.

The authors conducted five experiments, across different marketplace contexts (i.e. repairing, buying and selling), to test the broad generalizability of the extent to which consumers are willing to incur a financial cost due to concern for the well-being of anthropomorphized products.

The results reveal that consumers are willing to accept financially inferior options to protect the humanness endowed upon anthropomorphized products. The effect is mediated by consumers’ concern for the treatment of the anthropomorphized product. The effect is moderated by consumers’ trait empathy level, such that those low in empathy are willing to sacrifice human value for the sake of greater financial gain.

Future research could examine, in the context of anthropomorphized products, if there are types of human values that are less inviolable, leading consumers to be more willing to trade them off for monetary gains.

The findings have direct implications for second-hand markets. For potential buyers of anthropomorphized products, they should signal concern for the product; for sellers, anthropomorphizing their products can reduce haggling behavior. From a sustainability perspective, consumers may be more motivated to repair or recycle their products if it is framed as “infusing new life” into their products.

This work highlights a novel effect of anthropomorphism: when marketplace decisions are involved, anthropomorphizing a product can introduce a tension between secular monetary values and sacred human values. To the best of the authors’ knowledge, this work is the first to show that consumers are willing to incur a monetary loss to protect the humanness of anthropomorphized product, driven by their concern for the proper treatment of such humanized products.

This study focuses on HR practices that foster employee engagement during Covid-19. Companies in transition economies are particularly vulnerable to crisis and downsizing and other recessionary practices are frequently used.

Drawing on the model of caring human resource management, we utilise interviews with human resource representatives of 10 banks in the transition economy of Bosnia and Herzegovina. We analyse the banks at two different times to demonstrate how and why companies adapt their HR practices.

Our findings show a changing mindset in the deployment of highly context-specific HR practices. Strengthening company culture through a sense of community and communication ensure stability and continuity in work. Rather than layoffs, flexible work has become standard.

By highlighting the interplay between HR practices and employee engagement, we contribute to the discussion on engagement in exceptional circumstances and challenging settings and demonstrate how caring responsibilities “migrate” into HR practices in the professional context of a transition economy.

We propose a context-specific “protective caring approach” to foster employee engagement during crises.

The accelerated digital transformation and the growing emphasis on privacy, safety and security present ongoing challenges for cybersecurity experts. Alongside these challenges, the multidisciplinary, everchanging and complex nature of the cybersecurity domain has further challenged the acquisition and retention of cybersecurity talent. Empowering reskilling and upskilling in cybersecurity necessitates efficacious educational endeavours which promote self-confidence and foster a growth mindset. The purpose of this paper is to highlight that cultivating self-efficacy in cybersecurity education can help promote competency development and effectively address the prominent skills gaps. This notion applies equally to both aspiring individuals pursuing a career in cybersecurity and professionals in the field who may wish to better articulate the skills they already possess, the skills they lack and newly surfacing skills that need to be developed.

The study discusses the imminent need for adopting a “skills-first” approach in cybersecurity and explores innovative pedagogies and professional frameworks that can inform and frame such an approach. Subsequently, a critical analysis of the importance of self-efficacy towards motivating and supporting upskilling in cybersecurity is performed. A case study is presented, expanding the authors’ previous work on cybersecurity professional development, to demonstrate the mediating role that self-efficacy can play in developing core cybersecurity competencies. The case study presents the design of a new cybersecurity curriculum in the context of postgraduate, synchronous distance cybersecurity education, and it is utilised as a basis to discuss how the proposed curriculum cultivates self-efficacy attitudes.

A skills-first approach is becoming the new norm in contemporary workplaces. This work highlights the importance of actively nurturing self-efficacy attitudes through innovative cybersecurity curricula that can be tailored to the learners’ needs, instigating a drive for learning and, ultimately, helping learners effectively upskilling by portraying a self-directed learning path and a professional growth mindset in cybersecurity.

The authors present the importance of cultivating self-efficacy in higher and lifelong education to foster reskilling and upskilling in cybersecurity. An innovative cybersecurity curriculum was constructed and delivered with a group of learners demonstrating how self-efficacy can be leveraged through interactive, reflective and self-assessment educational activities that enhanced motivation and self-awareness, curiosity, attention to detail and resilience – key skills for a successful career in cybersecurity.

This study aims to explore vocational education as stated in the basic constitution, law, government and ministerial regulations in the Indonesian context. This study aims to outline the Indonesian vocational education paradigm based on regulatory documents.

This research uses a qualitative document analysis approach by extracting vocational themes regarding senior high school and higher education from the available documents. The keywords used for document document analysis are education, vocational school and vocational higher education. These words are forced to be used to distinguish the types and levels that exist in Indonesian education.

The findings of this study identified that the political paradigms of vocational education, such as equality and justice, naming (regulative), purpose and life skills, the curriculum of local cultural value, decentralized authority, link and match and future paradigms are important themes raised in this study. This is a study to explore the politics of Vocational High School and Vocational Higher Education in Indonesia.

The vocational education policy documents in Indonesia that were analyzed may have been forgotten. As a result, the forgotten documents are not included in the analysis document. Forgotten interpretations and documents are part of the limitations of this research.

It is hoped that the findings of this research will have an impact on improving vocational education policies in Indonesia. This can also be a comparison for other countries in looking at vocational education paradigms and policies. In general, these research findings can help in improving vocational education policies. However, this research still has limitations in terms of the number of documents analyzed.

This study contributes to the promotion and political debate of vocational education nationally and internationally. The study further explores how interest groups are taking a role in achieving Vocational High School and Vocational Higher Education policies that are compatible with today’s needs and demands.

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

This paper demystifies the fluid workforce phenomenon increasingly discussed in the circles of organizational innovators and explores the characteristic aspects of the fluid workforce in the healthcare sector.

We analyze the concept and provide a generic review of definitions of a fluid workforce in relation to other similar concepts established in the academic and practitioner literature, contextualize the fluid workforce phenomenon in healthcare and distinguish relevant drivers and categories of fluid workers in this sector. We also discuss the implications of a fluid workforce for healthcare organizations, drawing on the health labor market and human resource management (HRM) practices frameworks.

The fluid workforce in healthcare is not new. Today’s main novelties are related to the wide diversity of types of fluid workforce that have emerged, the expanding scale of diffusion of the fluid workforce and the emergence of digital technologies to support HRM decisions. While a fluid workforce may provide solutions to address mismatches in the supply and demand of health workers, it can also worsen working conditions, increase dual practice and have implications for existing HRM practices.

We disentangle a novel term for the public sector, healthcare and HRM literature. We discern similarities and distinctions, presenting a framework for managing and analyzing this workforce at organizational and labor market levels in the healthcare sector. Acknowledging the challenges in estimating the existing fluid workforce labor market size, we offer practical methodologies to empirically estimate its prevalence within the healthcare industry and build an agenda for future research.

This study aims to endeavor to discern the predominant leadership styles used by nursing managers within the framework of Slovenian primary health centers. Using a quantitative research approach, the study was conducted through the administration of a structured questionnaire.

The investigation encompassed 67 nursing managers, representing the entire spectrum of primary health centers in Slovenia. A stratified representative subset comprising 53 top nursing managers actively participated in this study.

The prevailing leadership style among nursing managers predominantly manifests as the “integrated” style, characterized by a balanced emphasis on both interpersonal relationships and task-oriented elements. These nursing leaders exhibited a proclivity for fostering collaborative teamwork, with their leadership approach notably shaped by traits such as positive thinking, self-assuredness, comprehensive leadership knowledge and an intrinsic motivation to guide and inspire individuals. Notably, leadership knowledge emerged as the most influential factor in determining the selected leadership style. The study’s findings recognize specific areas in which leadership competencies among nurse managers may require further enhancement and development.

The study’s findings are based on a specific subset of nursing leaders in a particular region, which can add to the originality, especially as there is limited prior research in this specific context. The study’s exploration of leadership styles is original in the sense that it provides insights into the leadership behaviors and traits of nursing managers in the given context. The emphasis on factors such as positive thinking and leadership knowledge as influential elements adds originality to the study.

Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development.

Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed.

This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap.

This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers.

Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible.

A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing.

En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna.

Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing.

鉴于联合国可持续发展目标（SDG）所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。

通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。

本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。

本文扩展了已经建立的可持续发展教育（ESD）的概念, 首次将可持续发展的营销教育（MESD）的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。