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This exploratory research aims to unravel how Chinese international students form their decisions regarding the school-to-work transition (sometimes also referred to as the university-to-work transition) when studying abroad.

The authors use the concepts of school-to-work transition and cultural approaches to investigate how Chinese graduate students make career decisions to navigate the school-to-work transition in the context of international mobility. The authors' empirical study is based on 30 semi-structured interviews conducted with Chinese graduate students studying in the Netherlands.

The authors discovered four patterns with two major subgroups among Chinese students studying in the universities in the Netherlands based on their initial intentions: return-return, open-return, open-stay and stay-stay. These patterns made sense when navigating the school-to-work transition: participants experienced varied international experiences, cultural perceptions and acknowledgment influences when enhancing employability and shaping their career decisions. Participants in the return-return and stay-stay groups indicated strong resilience and consistency in achieving their goals and strongly focused on long-term objectives. However, participants' open-return decision demonstrated a thoughtful alignment of personal goals and knowledge of the possible beneficial influence they may have in their home country. Open-stay participants utilized the overseas study opportunity to finalize their decisions and increase their employability in the local labor market, thereby creating a transition from university to work in the host country.

The authors highlight the way Chinese graduate students manage their international experience and provide novel insights into the role played by the cultural characteristics of their home country and host country.

The choices that international students make regarding abroad study destination selection or leave the host country after graduation are influenced by a variety of factors that are both related to positive and negative aspects of the host country.

This study builds on the push-pull factor theory and examines the factors that influence international students' decision to choose abroad study destination (Finland) or leave the country after their graduations. The data were collected through an online survey of 195 international students currently studying in Finland and were analysed using partial least squares structural equation modelling (PLS-SEM) technique. This method offers a flexible and robust approach to test relationships, particularly in situations where sample size and the conceptual model are small and complex.

The results show that international students' choice of study destination (Finland) is influenced by the host country's quality of life, academic excellence and economic factors such as salary and benefits. Unfamiliarity with the culture and language barriers have a negative impact on their decisions to stay in the host country after graduation.

By utilising a comprehensive analysis of both push and pull factors in relation to the host country, this study unveils a novel perspective in the field of international student mobility. The results provide insights to the institutional leaders and policymakers into how to attract and retain international students by focusing on the factors that matter most to international students. To attract more international students, higher education institutions (HEIs) should include career development activities, e.g. job fairs, language training, scholarships and internships in their curriculum. Moreover, it provides recommendations on how to create a welcoming and supportive environment that promotes academic excellence and career development.

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

This article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system.

The study involves interviews with various professionals in the education and employment sectors and two discussion groups.

Results reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals.

The study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.

Employment exchanges have been playing a significant role in the worldwide labor market for more than a hundred years now. In India, since 1946, millions of aspiring Indian youths have registered themselves with the government-run employment exchanges to find a job. About four million job seekers got registered at 1,000 employment exchanges in India, it is important to analyze the placement statistics of these exchanges. In recent years, new methods of job search have evolved. This study examines whether employment exchanges are effective in the changed scenario?

Using state-level employment exchange data for the period 2010–2011 to 2019–2020, this study analyzes the determinants of job placement at employment exchanges in India. A critical analysis of the functioning of employment exchanges along with recommendations to improve the job search ecosystem in India is also presented in the study.

This study found that increased share of service sector in the state economy negatively impacts placement at employment exchanges.

The absence of focus on the service sector requires policy intervention if Indian employment exchanges are to remain relavant.

The government administration should rethink that ignoring service sector employment potential is unaffordable for an emerging economy and employment exchanges should be aligned accordingly.

About 30 million people are unemployed in India. If employment exchanges are transformed, it can have far-reaching socio-economic advantages.

This study is the first sub-country level study on the institution of employment exchanges. This study comprehensively maps the landscape of career services in India. Empirically establishing the impact of sectoral structure of economy on efficacy of employment exchanges, and makes the case for policy intervention that is needed to keep the employment exchanges relevant in India.

Prosperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with entrepreneurial competencies and flexibility in the assessment of their progress in gaining knowledge. The innovativeness of the higher education system is not always reflected through optimal educational content, innovative study programs, skills improvement, assessment methods, etc. The study aims to analyze and evaluate how selected internal factors, reflected in organizational support for innovativeness of HEIs, and external factors reflected in government support for innovativeness of HEIs determine the innovativeness of HEIs, as one of the key determinants of economic prosperity.

The authors analyzed three facets of higher education innovativeness, i.e. graduates' employability, entrepreneurial competencies and new ways of assessment. The sample included 664 students from the University of Kragujevac, Serbia, and the University of Maribor, Slovenia. The authors applied structural equation modeling (SEM) to examine relations.

The results clearly show that in order to become the driver of development in emerging economies, universities must act in different directions, focusing on different organizational drivers of innovativeness, such as academic autonomy of teachers, student participation in curricula design, enhancing new ideas and compensation system, provide resources etc. Organizational support and government for innovativeness of HEIs affect students' entrepreneurial and social skills, creative thinking, leadership, interactive competencies and knowledge-skill-attitude. Assessment tasks and associated learning should be redesigned to enable students to be involved in the evaluation of their work.

The study strives to reduce the research gap identified in the field of researching the drivers of innovativeness in higher education and offers implications for emerging markets regarding various factors that determine the innovativeness of HEIs and consequently contribute to fostering innovation and entrepreneurship in emerging markets. Originality derives from the fact that even though the authors have explored HEIs in Serbia and Slovenia, the results are fully transferrable to other former socialist states, considering their similar socio-economic and educational background. Results of this research complement the understanding and provide new knowledge for further development of innovativeness in HE.

The internationalization of higher education institutions (HEIs) is the top stage of international relations among universities, and it is no longer regarded as a goal but as a means to improve the education of sustainability. As institutional commitments to internationalize higher education continue to grow, so does the need to critically consider the intended purposes and actual outcomes of the resulting programs and policies. This study aims to explore how institutional international policies influence outcomes of HEIs internationalization in the East Asian region, specifically in Taiwan and Japan.

The study used quantitative design. 3,158 participants, including 1,192 participants from Taiwan and 1,966 participants from Japan, were randomly recruited to complete the Academic Profession in the Knowledge Society (APIKS), an international survey examining the change in academic work in HEIs. The study adopted quantitative data and used two variables (institutional international policies and outcomes of internationalization) with descriptive, correlational, and moderated multiple hierarchical regression analysis with SPSS computer software to answer the research questions.

The study showed that both Taiwanese and Japanese academics have high agreements on the outcomes of internationalization for enhancing academic quality and increasing mobility of students. In both countries, two institutional international policies of HEIs internalization-- clear internationalization strategies and funding for faculty members to undertake research abroad-- can significantly influence the process of internationalization in the teaching-oriented and research-oriented HEIs respectively.

This study provides insight into the relationship between institutional international policies and the outcomes of HEIs internationalization in Taiwan and Japan. It provides university leaders with empirical evidence for implementing managerial strategies of internationalization that promote education for sustainability in HEIs.

This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism has been identified as a new tourism sub-sector with high potential, and is thus expected to boost economic growth and sustainability.

This study reviews the literature on the determinants of educational tourism demand. Even though the existing literature is intensively discussed, mostly focusing on the educational tourism demand from an individual consumer's perspective, this study makes an innovation in line with the aggregate demand view. The study uses data that consist of the enrolment of international students from 47 home countries who studied in Malaysia from 2008 to 2017. The study utilised the dynamic panel method of analysis.

This study affirms that income per capita, educational tourism price, price of competitor countries and quality of universities based on accredited programmes and world university ranking are the determinants of educational tourism demand in both the short and the long term. Also, a dynamic effect exists in educational tourism demand.

The results imply that government should take the quality of services for existing students, price decisions and QU into account to promote the country as a tertiary education hub and achieve sustainable development.

Research on the determinants of the demand for educational tourism is rare in terms of macro data, and this study includes the roles of QU, competitor countries and dynamic effects.

This study aims to present a Faculty-Led Program applied in two contrasting countries, the USA and Peru, focused on the supply chain management of food and beverages to demonstrate its benefits in human capital development. This Faculty-Led Program provides valuable opportunities to acquire skills and knowledge in foreign environments.

Students from Universidad del Pacífico and Rochester Institute of Technology were exposed to the food and beverages industry in Lima and New York. The theory will be presented to justify the program’s positive impact on the human development of the participating countries and empirical evidence of training capabilities that it allowed, according to the theoretical framework proposed by (Braskamp et al., 2009), to identify dimensions of learning. The study was based on primary data collected from 20 students from Universidad del Pacífico through a participant observation approach, retrieving a final essay project and the students’ testimonies at the end of the program implemented in other similar studies in Peru (Simone, 2021). The data were categorized into three domains and then summarized to provide key insights. In this case, the methodology is qualitative, but the data were also subjected to statistical analysis.

The results suggest that knowledge of the value chain of food and beverages obtained in this program was successfully consolidated. The learning outcomes from this method were obtained through students’ projects aimed to share the learned global practices with the industry and were materialized in three domains: the cognitive domain, with students recognizing and valuing cultural aspects; the interpersonal domain, students learned from social interactions with stakeholders; and the intrapersonal domain, students showed high acceptance of US culture within the course context, though their affect toward it was more potent than toward their own culture. These domains allowed students to assess how such international experience impacted their learning in more than just the academic outcome.

The study relies on self-reported subjective methods in the short term since it summarizes students’ perspectives, expressed in a final written essay, regarding three main dimensions of learning. Besides, the process assesses the improvement of those dimensions through a participant observation approach and collecting testimonies. More objective, comparable outcomes could be achieved in the medium term by evaluating the participants’ performance in the business world.

This paper presents a conclusive application of the Faculty-Led Program, which exposed students to the diverse food and beverage industry in Lima and New York, providing valuable insights through field studies and allowing them to experience both cultures and different realities. They recognized technological advancements and delays applicable to both countries, benefiting future managers and planners in workforce development. The firsthand experience taught students practical skills and perspectives for effective industry management. To the best of the author’s knowledge, this is the first research in Peru focused on a short-term study abroad program based on the food and beverage supply chain industry to identify its value and contribution to a more holistic human capital development.

Drawing on the perspectives of cultural capital theory, this study investigated the impact of international internships on the performance of Japanese undergraduates on the Test of English for International Communication (TOEIC) using a between-group pretest-posttest experimental design.

Students participating in international internships were compared to their counterparts in a noninternational internship control group. Using TOEIC data collected in June 2019 and September 2019, we performed t-tests and estimated a difference-in-differences model with propensity score matching to measure the impacts of participation in international internships, students’ demographic information, family socioeconomic status, and independent learning characteristics.

The study showed that students’ participation in international internships and independent learning activities had significant effects on TOEIC performance. The findings of this study also indicate that in addition to the effects of international internship experience and independent learning on students’ English performance, learner learning behavior may be important for improving students’ performance.

This empirical research provides meaningful insights for parents, educators, and researchers not only in Japan but also in a broader context in which international internships and independent learning activities have a crucial impact on student performance. It also sheds light on our understanding of the role of activities conceptualized through the lens of cultural capital in educational stratification.

This study elucidates the association among cultural capital theory, international internships, and students’ linguistic achievement and makes an important contribution to the broader conceptual literature.