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Australian physiotherapy programs incorporate work-integrated learning within curriculum, with the aim to produce work-ready graduates. Recent research in physiotherapy has identified six domains of work readiness. The purpose of this study was to examine the association between university performance, paid work and work readiness, and explore the perceived contributions of university curriculum, work and life experiences to work readiness in those individuals transitioning into practice.

A mixed-methods design was used incorporating an online survey, and linked university performance data of completing students and recent graduates. The survey included personal and work data, a work readiness scale and Likert scales measuring perceived contributions to work readiness from university curriculum (academic and clinical), work and life experiences. University performance was calculated as the Course Weighted Average Mark. Correlation analysis examined the relationship between university performance, paid work and work readiness. Perceived contributions from university curriculum, and work and life experiences for work readiness domains were calculated as percentages of each Likert response.

Analysis included 129 surveys (51 completing students and 78 recent graduates). There was no association between university performance, work (paid and unpaid) and perceived work readiness (all p-values > 0.05). There was a high consistent trend that university academic curriculum (range 71–97%), clinical curriculum (range 89–99%) and work and life experiences (range 67–94%) contributed to all work readiness domains.

This study highlights the significant influence of university curriculum, work and life experiences on perceived readiness for practice.

This study examines how perceived institutional support, parental role models, and entrepreneurial self-efficacy, representing both macro-level and personal-level factors, collectively influence students' intentions to pursue entrepreneurship in Mexico and Uruguay.

This research utilized quantitative methodology, specifically survey techniques, to collect data from students attending private universities. The study achieved a valid sample size of 419 respondents. Various reliability and validity tests were conducted before structural equation modeling was employed to test the hypothesized relationships between variables.

The analysis revealed that perceived institutional support does not directly impact students' entrepreneurial intentions (EI). Instead, its effect is mediated through entrepreneurial self-efficacy and the presence of parental role models, both of which are strong predictors of EI. Additionally, the study identified a direct correlation between students' nationality, their academic programs, and their EI. Age and gender, however, did not significantly influence EI.

This study provides theoretical insights into understanding EI by combining macro-level and personal factors. This integrative method contributes to a more comprehensive approach of predicting EI within the context of Latin America.

The study suggests boosting investment to improve the quality of institutions, fostering an environment that supports entrepreneurship, and offering students opportunities to learn from successful role models.

This study was conducted in the context of two economies in Latin America. The novelty lies in combining perceived institutional factors and individual motivators to understand EI in Latin America. It uniquely emphasizes the significance of familial influences, particularly parental role models, in its analysis.

This paper aims to examine the consequences of board diversity (BD) in Kuwait. In particular, it examines the impact of BD (gender, age and nationality) on earnings management (EM).

The research uses data from 103 non-financial Kuwaiti-listed companies from 2010 to 2017. The data is collected from the companies’ data from secondary sources such as their annual reports. The data analysis methods are correlation, multi-regression and robust regression. EM is measured using the modified Jones model (1995) and Kothari et al. (2005).

The findings show a negative association between gender diversity (GD) and EM. It also found a positive relationship between age diversity (AD) and EM and no relationship between national diversity (ND) and EM.

This study’s results have significant implications for investors. The practical empirical findings indicate that GD on the board did not impact on EM. Also, it is more important to have senior directors on the board than AD to reduce EM. There is no need to employ any foreigners because they do not affect EM.

It contributes to the growing body of literature on BD by investigating its effect on EM. Furthermore, building on the broader literature on gender, age and ND by highlighting the critical role that women, young people and foreign directors play in improving boards' monitoring role on EM. More specifically, it contributes to existing knowledge, provides a theoretical contribution and makes a methodological contribution.