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The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.

To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.

The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.

Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

This chapter presents empirical results of an analysis of the content of education reform globally in nine policy areas during the recent wave of neoliberal reforms between 1970 and 2018. It draws on data from the World Education Reform Database (WERD), the most comprehensive database to date of education reforms around the world. The results show a dramatic increase in policy reform discourse on improving educational quality compared to reforms in other policy areas between 1970 and 2018, with the pace accelerating from 1990 onwards. Expanding access to education remains an important priority. Access reform discourse slightly increases during the peak period of education reform from 1992 to 2009, before leveling off. The results also show a significant rise of reforms in policy areas related to accountability discourse. Overall, the descriptive trends presented in this chapter complement case study literature on neoliberal education reform and suggests directions further cross-national research.

This chapter employs critical discourse analysis (CDA) to examine three key policy documents related to international education in New Zealand: The International Student Wellbeing Strategy (ISW), The New Zealand’s International Education Strategy 2018–2020 (IES), and The New Zealand’s Strategic Recovery Plan (SRP) for the International Education Sector. It asks, “How are discourses of international student wellbeing deployed in New Zealand’s international education policy documents?” The findings suggest that the actual targets of wellbeing in New Zealand international education policies were less the international students than New Zealand itself. I argue that discourses of international student wellbeing are instrumentalized in policy discourses to position New Zealand as a progressive and inclusive society and feed the competitive market dynamics driving the global international education market.

This paper aims to discuss a new source of data detailing state level occupational licensing requirements for 50 professions.

This study's research team gathered state level licensing requirements for 50 profession in all 50 states and DC from 2022 to 2023. The authors include the type of regulation, entry requirements like fees, education, training, good moral character provisions and renewal requirements. The authors include Standard Occupational Classification industry codes to allow researchers to merge it with other publicly available data sources. Finally, the authors present descriptive statistics and provide a comparison of licensing requirements for audiologists, an occupation with variation in entry requirements.

The mean number of the 50 professions licensed in states is 36. On average, these professions require a bachelor's degree, $271 in licensing fees and 26 h of continuing education to renew. For the audiologist profession, there is considerable variation between states in entry requirements like fees and education.

Despite a large body of work on occupational licensing, data limitations still exist. Most analysis focuses on whether a profession is licensed or not. However, there is considerable variation between states for the same profession, providing an avenue for work estimating the effects of specific licensing requirements. A new source of data is introduced and discussed for researchers to use in future analyses of occupational licensing.

With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.

This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.

The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.

This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.

This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.

In Thailand, the number of higher education institutions (HEIs) offering international programmes has surged dramatically. Internationalisation is seen as key to competing in the higher education market, modernising educational programming, and generating new streams of revenue. Yet, such rapid change is disorientating for the internationalisation of higher education (IHE) in the Thai context. That said, there is little disagreement on what it is not; it is not Thai. This chapter investigates apparent efforts to ‘de-place’ Thailand from IHE and considers how these attempts may connect to (post-)colonial tensions between sovereignty and civilisation. Through a synthesis of scholarship in the areas of higher education, cultural geography and Thai studies, the authors construct a framework for exploring how IHE is both imagined and experienced in Thailand. In particular, they re-examine datasets from studies they conducted with stakeholders over recent years, including executive leadership, international faculty members, and university students. Through a series of narrative portraits, a dialogue of voices is constructed that reflect distinct orientations to ‘Thainess’ in the IHE. The authors argue that a wider and more inclusive orientation to internationalisation is not only respectful of local identity but is enhanced by it. Ultimately, the hope of this study is to offer a vision of what an ‘emplaced’ idea of IHE in Thailand might look like, one grounded in an orientation unique to a particular place with its own cultural and social coordinates.

The USA has long been known to provide a competitive environment in which religions compete for believers. The data clearly show winners and losers in this marketplace. Major Christian denominations are generally experiencing a decline in membership while religious “nones” are growing in number. Of note, the recent Pew studies of the US Religious Landscape (2008 and 2015a) indicate that measures of spirituality are rising in this environment. This paper empirically investigates how the demand for spirituality in religion may better understand these trends.

This paper applies ordinary least squares to survey data from the 2015 Pew study to empirically investigate how belonging to a major Christian faith and attending religious services impacts feeling of spirituality, while conditioning on a host of other demographic variables, in order to better understand these trends.

The author finds that being a member of a Christian denomination generally reduces the measure of spirituality relative to religious “nones.” However, this effect is almost always offset by a measure of attendance at religious services suggesting spirituality is positively associated with social interaction.

The results have implications for religious leaders concerned about maintaining and growing the church's membership. The results suggest that Church leaders may benefit from de-emphasizing hierarchical top-down rules and emphasizing community.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-05-2022-0342

This research is in response to the growing need for economic diversification in the Gulf Cooperation Council (GCC) countries as they seek to manage the impacts of volatile oil revenues. To this end, governments in the region are encouraging their citizens to undertake entrepreneurial activities. The purpose of this study is to examine the effects of entrepreneurial education (EE), trait competitiveness (TC) and psychological capital (PC) on the entrepreneurial behavior (EB) of university students.

As a quantitative study, primary data were collected through a survey administered to the team of young university students in Oman. Using stratified sampling techniques, 858 questionnaires were retrieved and used for the analysis out of the 1,176 sample. The analysis of the data was done using structural equation modeling.

The results have established a positive influence of EE, TC and PC on the EB of university students in the GCC region. This study also found that PC acts as a bridge between EE, TC and EB.

This paper provides further literature evidence on the contribution of other variables like TC and PC to EB, particularly in the GCC context, by providing a model of the influence mechanism on EB. This research reveals a very unique influence of PC on the relationship between TC and EB. The findings confirm that there is no direct relationship between TC and EB. However, the relationship was established with the introduction of PC.

In this study, the authors explore the association between employee education level and the efficiency of corporate investment using data from a sample of Chinese listed firms during the period from 2011 to 2018. By examining the impact of education on investment efficiency, the authors' study provides valuable insights that contribute to a deeper understanding of the underlying economic mechanisms related to education.

The authors conduct multivariate regression analyses to examine the relationship between investment efficiency (following Richardson, 2006) and the level of employee education, along with a series of control variables. To ensure the reliability of the authors' findings, the authors subject the their results to a comprehensive set of robustness tests, such as a staggered difference-in-difference (DiD) regression approach, an instrumental variable (IV) method and the use of alternative employee education level and investment efficiency measurements.

The findings offer compelling evidence that higher levels of education have a positive impact on firms' investment efficiency, and this effect remains robust across various model specifications and endogeneity considerations. Moreover, the influence of education is more pronounced in firms that prioritize employee training, maintain effective internal communication and offer attractive financial rewards. Furthermore, the results suggest that the relationship between education and investment efficiency is influenced by the firms' business nature and competitive environment. Factors such as business complexity, labor intensity and business location also play a role in shaping the impact of education on investment outcomes.

The study emphasizes the crucial role of education in influencing investment decisions and performance within firms. By delving into this previously unexplored area, the authors' research contributes to the existing literature, establishing that the level of employee education is a significant determinant of corporate investment efficiency. This valuable insight has substantial implications for firms aiming to enhance their investment decision-making processes and overall performance. Understanding the positive impact of education on investment efficiency can empower organizations to leverage their human capital effectively and achieve better investment outcomes, ultimately contributing to long-term success and competitiveness in the market.

Based on the theoretical underpinnings of the theory of work adjustment and social exchange framework, the authors contend that an employee's trust in management (TIM) will interact with the flourishing-at-work (FAW) to predict turnover intentions (TIs). Specifically, the authors assumed that FAW will have a stronger negative effect on TIs, given the greater degree of TIM.

Leveraging a cross-sectional survey design and data gathered from 587 IT professionals working in India, the findings revealed that FAW negatively predicted TIs. More importantly, TIM accentuates or moderates the negative relationship between FAW and TIs.

Specifically, TIM was found to have a significant moderating effect on the relationship between (1) psychological well-being (PWB) and TIs, (2) social well-being and TIs. Interestingly, a nonsignificant moderating effect was observed on the relationship between emotional well-being (EWB) and TIs.

The research findings of this study might be context-specific as the IT industry in India generally has high attrition, so obviously, a higher TIs is expected from IT professionals. Therefore, future studies should explore a different industry may be manufacturing and so on, to test the current study's research framework.

These are highly important contributions to the extant scholarship on FAW, as the study offers new wisdom into how FAW influences TIs under the contingent effect of TIM.

This is the first of its kind study to explore the moderating role of TIM on the link between FAW and employees' TIs.