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The study's objective was to address the factors impacting the employability attributes of fresh graduates in the Kingdom of Bahrain while considering the various challenges. This study used a quantitative approach which employed the questionnaire tool, and data were collected by using a convenience sampling method. The study sample comprised n = 385 respondents from different industries, including manufacturing, banking and finance, hospitality, healthcare, oil and gas, and real estate sectors of Bahrain. Data gathered from questionnaire were analyzed using Statistical Package for the Social Sciences (SPSS), where descriptive and inferential statistics was used to analyze the data. The results of the study showed for the major Hypothesis 1 that the demographic variables have no significant statistical impact on employment attributes of the new fresh graduates. Moreover, findings suggest that null hypothesis for major Hypothesis 2 has been rejected as applied academic skills and critical thinking skills have no significant impact on employability attribute of fresh graduates in the Kingdom of Bahrain. Null hypothesis for major Hypothesis 3 has been accepted as findings suggest that technology use skills (β ₁ = 0.080), system thinking skills (β ₂ = 0.210), communication skills (β ₃ = 0.402), and information skills (β ₄ = −0.100) which are an antecedent of workplace skills, have significant statistical impact on employability attribute of fresh graduates in Kingdom of Bahrain. Lastly, null hypothesis for major Hypothesis 4 has been accepted as findings suggest that interpersonal skills (β ₅ = 0.229) which are an antecedent of effective relationship have significant statistical impact on employability attribute of fresh graduates in the Kingdom of Bahrain.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.

Introduction: Work-based learning (WBL) bridges the gap between academic theory and exposure to real-life situations where students’ knowledge is filtered and applied to relevant workplace environments.

Purpose: This study aims to examine students’ and employers’ voices on their perspectives of WBL. It focuses on students reading for an undergraduate degree in Bachelor’s in Commerce in two majors, with a specialisation in Public Policy at the University of Malta.

Methodology: Questionnaires were sent to students to obtain their views on the experience and benefits of WBL. This was followed by structured interviews conducted with employers and undergraduate students to provide an overview of their respective work-based experiences. WBL providers were asked to draw up reports on the students’ performance. The feedback which emerged from the structured interviews on the nature of these experiences was analysed. These tools helped to calibrate and refine the nature of these practices.

Findings: The study’s findings show that WBL experiences help students increase technical knowledge, improve their soft skills, and learn new tools, sought after by employers. Feedback emanating from employers’ perspectives serves to temper the University course curriculum to ensure that it is relevant to the requirements of modern-day society.

Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework to guide universities toward a re-evaluation of academic integrity education. It takes a village to raise a child – a child needs role models and positive influences from multiple people for healthy growth and development. With regard to academic integrity, the parallel is that the entire university community needs to be involved to foster development of students of integrity. The institution and its community need to provide structures, multiple positive and effective learning experiences, and clear guidelines to support both staff and students. In this chapter, we argue that academic integrity needs to be seen as a complex system, one in which everyone involved has responsibility to develop and maintain a culture of integrity and one which supports a student throughout their academic journey.

Little research is devoted to how salary allocation processes interfere with gender inequality in talent development in universities. Administrative data from a university indicated a substantial salary gap between men and women academics, which partially could be explained by the unequal distribution of men and women in the academic job levels after acquiring a PhD, from lecturer to full professor, with men being overrepresented in the higher job levels, as well as in the more senior positions within each job level. We demonstrated how a lack of transparency, consistency and accountability can disqualify apparent fair, merit-based salary decisions and result in biased gender differences in job and salary levels. This chapter reflects on how salary decisions matter for the recognition of talent and should be an integral part of talent management.

Talent management in higher education institutes is an underexplored topic. Only a small portion of talent management publications is focussed on describing talent management in higher education institutes. In this chapter, we give an overview of the most important topics in the talent management literature in general and link it to what is known about these issues in higher education. It discusses the definition of talent and talent management, the talent management process and the multilevel outcomes of talent management, the fairness and justice issues related to talent management and the importance of embedding the analysis of talent management in its broader organizational and institutional context. In the final part of this introduction chapter, we will explain how the talent management topics are discussed in the subsequent chapters of this book.

This chapter reports a study of education for first generation learners in Maharashtra, India. The research investigated issues of access and the quality of education provided. This was informed by the Capability Approach (Sen, 1993), which was applied to discuss data obtained through this investigation. The study interrogates approaches to promoting education for all; in particular, the methods adopted to meet the needs of first generation learners. Sen's theory when used in an educational setting enables us to look beyond the economic value of education and also beyond education as a human right (Unterhalter & Brighouse, 2007). The main aim of this study was to investigate educational opportunities and the influence of socio-economic factors from the perspectives of children and their parents.

Introduction: Skills are vital for the survival of an organisation to meet its objectives through producing goods and services. Due to their importance, they are among the sought-after aspects of employment. However, organisations need more skilled employees to bridge the gaps due to disruptions, shifts in consumer demands and needs, and transformations in the global world.

Purpose of the Study: This study aims to identify various skill gap in talent, competencies, and experience emerging in the hospitality sector. It will also present some challenges to the hospitality sector that faces due to the skill gap identified.

Industrial and Academic Justification of the Study: The study examines the needs and challenges from academic and industry perspectives. Hence, it provides significance for academics and industry to apply the findings to address skill gap.

Research Gap: Previous research has focused on different aspects of skills in other countries. This study will look at the issue globally and the recent trends emerging from disruptions and shifts in consumer behaviour.

Results and Findings: Though the study is ongoing, the findings show that specific skill gap exist, particularly in emerging technologies, digitisation, data, robotics, and various job openings from different countries’ perspectives, hospitality, and the tourism industry.

Practical Implications: The findings have implications for the tourism and hospitality industry as a whole, as well as individual organisations. The tourism and hospitality industry should apply these suggestions, such as operational skills, digital skills, and interpersonal skills in various sections of tourism and hospitality organisations

Mentoring has been shown to positively affect student engagement, confidence, leadership, and skills. It is through the development of relationships, knowledge sharing, increased engagement, and a sense of belonging that mentors gain confidence and build leadership skills. However, little is known about the types of leadership, practices, and behaviors that mentors develop when undertaking the mentorship role. The purpose of this study is to examine the development of exemplary leadership practices that the mentoring role nurtures in undergraduate female student mentors. In particular, this study adopted the Kouzes and Posner (2002) transformational and servant leadership practices model to collect data from undergraduate female mentors (n = 94) and mentees (n =142). Results demonstrated significant correlations among all Student Leadership Practices Inventory Scale (S-LPI) subscales – Inspite a shared vision, Model the way, Challenge the process, Enable others to act, and Encourage the heart – and provided evidence for the association of the mentoring role with the development of transformational and servant practices. However, among the five transformational leadership practices, Inspire a shared vision was not correlated with the mentoring role. Based on the findings of this study, it is recommended that curriculum developers of undergraduate programs create curricula containing an array of peer teaching/mentoring experiences based on clear roles and job descriptions for mentors. Further research is recommended to explore the impact of mentoring programs with a wider sample of students from diverse backgrounds.