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Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout.

Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree).

The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context.

The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

This paper aims to examine how students from foundation degrees (FDs) run at local further education colleges coped (academically and to a lesser extent psychologically) with the transition to a final year honours degree at a university.

This paper is based on the experience of FD graduates who joined the final year of a full‐time BSc (Hons) in Business and Management at Edge Hill University. The study utilised questionnaires and focus groups with the FD graduates. It also involved interviews with the lecturers at Edge Hill and the programme managers of the foundation degrees.

The study found that the transition from foundation to honours degree created considerable levels of stress for the students. This largely arose because of the different approaches to teaching and learning adopted in further and higher education. In particular, Edge Hill adopted a more academic approach; there was less support; and there was a greater emphasis on independent learning. This paper identifies the need for more support for students making the transition from foundation to honours degrees. It also discusses different options for improving the transition process and highlights issues requiring further research and debate.

The experience of students making the transition from foundation degrees to honours degrees is under‐researched. This paper addresses this gap in the research. It will be of interest to policy makers, those involved in delivering foundation degrees and those recruiting FD graduates on to their honours programmes.

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.

This study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.

The major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.

This study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Research on job precarity and job instability have largely neglected the labor market trajectories in which these employment and non-employment situations are experienced. This study addresses the mechanisms of volatility and precarity in observed work histories of labor market entrants using the National Longitudinal Survey of Youth of 1997. Several ideal-typical post-education pathways are modeled for respondents entering the labor force between 1997 and 2010, with varying indicators and degrees of precarity. A series of predictive models indicate that women, racial-ethnic minorities, and lower social class labor market entrants are significantly more likely to be exposed to the most precarious early careers. Moreover, leaving the educational system with a completed associate’s, bachelor’s, or post-graduate degree is protective of experiencing the most unstable types of career pattern. While adjusting for these individual-level background and education variables, the findings also reveal a form of “scarring” as regional unemployment level is a significant macro-economic predictor of experiencing a more hostile and turbulent early career. These pathways lead to considerable earnings penalties 5 years after labor market entry.

While the liberalization of economies within the transition paradigm is viewed to take place primarily on a macroeconomic (primary) level, this paper switches emphasis to the secondary and tertiary level of post-transition. While macroeconomic reforms may provide the playing field, secondary reforms level the playing field and tertiary reforms develop the capabilities necessary for firms and individuals within firms to compete in the landscape of liberalized economies. It is necessary to examine the transformations on three levels. First, the development of public policy and institutions aimed at regulating certain industries or firms. Second, the explicit market strategies of firms operating in the industries that shape market structure and inform public policy. Third, the nonmarket strategies of firms aimed at influencing the form and substance of public policy. Drawing on research in three related areas: institutional voids (IVs), the role of market and nonmarket strategies of firms, respectively, this paper examines the current state of transition in CEE/FSU countries. The main conclusions of the paper are first, transition and post-transition has been and continues to be profoundly impacted by the liberalizing influences of multinational firms. Second, this causation from the strategies and tactics of multinational firms to the extent of transition also helps to explain the degree of modernization of economies in a given transition economy. Third, it is important to distinguish between local and foreign firms on the transition process. Foreign firms are more likely to pursue liberalization agendas when it strengthens their competitive advantage over local firms. Conversely, local firms – especially those who rely on the capacity to navigate institutional voids – may be opposed to liberalization, as liberalization would threaten their sources of competitive advantage.

The purpose of this paper is to devise an experimental lab like infrastructure in the higher education connecting social innovation with sustainable tourism.

In order to model a laboratory of social innovation and sustainable tourism lab (SISTOUR-LAB), the method of agile research was employed. This method involves the creation of successive and accumulative prototypes of four kinds: conceptual, relational, functional and transferable. Thus, agile research enables the integration of different social perspectives into the same prototype in a recursive manner.

The SISTOUR-LAB is a work-based learning strategy that allows for the development of a mapping process on tourism vulnerabilities (linked to opportunities for social innovation); the development of experimental training in prototyping social innovations on sustainable tourism; the design of hybrid social innovation business models linked to sustainable tourism; and the development of a relational model of evaluation linking together social innovation competencies with processes of transition toward sustainable tourism.

The SISTOUR-LAB is a prototypical lab that combines social innovation and sustainable tourism in an experimental setting. The SISTOUR-LAB has been modeled based on the agile research method, but it will be necessary to test it empirically to stabilize the model. Once stabilized, the model shall lead to a better understanding of the relationship between work-based learning, social innovation and sustainable tourism in the area of higher education.

The SISTOUR-LAB has four implications: teachers: the SISTOUR-LAB provides teachers with a setting for the development of experimental education models that connect the problems of conventional tourism with social innovation in order to foster new learning environments oriented toward sustainable tourism; students: the SISTOUR-LAB enhances the employability of students since it connects them with agents and demands of touristic transition, while also fostering entrepreneurial development by means of improving the acquisition of social entrepreneurship competences for sustainable tourism; organizations: the SISTOUR-LAB provides an experimental setting for the prototyping of social innovations so as to assist organizations in the formulation of models, prototypes and evaluations that facilitate the transition toward sustainable tourism; policymaking: the SISTOUR-LAB promotes the design of evidence-based public policies, which fosters inclusive models of innovation and the regional monitoring of transitions toward sustainable tourism.

There exist little reference to the link between social innovation and sustainable tourism in the academic and institutional literature. The SISTOUR-LAB is a work-based learning strategy that fosters the structuring of experimental relations between social innovation and sustainable tourism by integrating touristic organizations to the development of competencies in higher education. The SISTOUR-LAB has programmatic and prospective value. It can be considered as a guide for the development of generative competencies, i.e. competencies that generate social innovations that impact chain triggers transitions toward sustainable tourism.

The challenge for policing in England and Wales is to evolve how it recruits and educates a workforce able to cope with the demands of contemporary policing. This paper will examine how forces, who aspire to become learning organisations, have embraced the transition from police training to higher and degree apprenticeships and work-integrated learning. This paper will also benefit practitioners, leaders, provider staff, police staff, policy makers, all who have an interest in police education and the transitions currently being implemented. It also seeks to contribute to the conversation about the transition of policing to a graduate profession and looks to add value, to inform practice, raise standards and enhance policing practice in general.

Case study and draws on the experience of the collaboration of four universities to develop a national offer to meet the requirements of the Police Education Qualification Framework (PEQF) and how this has been further co-created in partnership with three forces. The data are drawn from first-hand experience of working with university and force colleagues over 18 months, including meeting records, documentation that has been produced and scrutinised by the College of Policing and the four universities through shared, multi-university and force quality assurance and validation processes. This data have been considered against the conceptual framework developed by Senge and others to support an analysis of how the collaborative development activity undertaken has contributed to police forces moving towards becoming learning organisations.

The findings from the analysis of the forces' engagement with the process of change show that the collaborative development work undertaken is ongoing and does indeed contribute to forces becoming learning organisations. The forces do see the associated benefits, and this may in turn lead to better-trained police officers and more effective force organisations. In addition, the model of collaboration and co-creation that has been adopted can provide a model of good practice for other forces and other universities to follow and from which to learn.

An aim of this paper is to encourage the development of police forces for become learning organisations. The implied benefits of this are various but primarily the greatest benefit is aimed at wider society. A more educated, informed and professionally competent police officer, who in turn is part of a learning organisation, will only serve to improve operational policing, community justice and community cohesion.

This paper examines a transition in policing which presents only once in a lifetime. The transition to a degree entry profession is critical to the evolution of policing in England and Wales. The work of the Police Education Consortium (PEC) and the three forces is a new initiative and covers ground not explored previously. This paper offers a conceptual frame to examine these lessons learned from the development of this initiative and partnership, with a view to share that learning across higher education, policing, criminal justice and those involved in degree level apprenticeships. It promotes the view that work-integrated learning, the workplace and higher education can coexist comfortably and engender the development of police forces as learning organisations.