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Being the first in family to go to university affects a student’s perception of value for money in higher education (HE) and impacts their experience and graduate outcomes. The current cost-of-living crisis may further compound inequalities already prevalent in the system.

New approaches to the regulation of HE providers mean it is vital that the sector recognises the challenges for disadvantaged students in completing their degree and securing a graduate job. The cost-of-living crisis not only impacts the day-to-day student experience but could jeopardise the onward value of their time at university, and therefore how the regulator views institutions. Many students will choose to socialise less, be more selective about the academic work they do and therefore develop less social and cultural capital which will have a negative impact on their ability to secure graduate jobs. Universities should be mindful that many first-in-family students are not aware of the importance of making social connections at university or how to best utilise the academic resources available.

Student support practices need to be adapted to both help students through the current financial challenges and ensure that they still have access to the “full” student experience. Government should reflect on the financial support available to students and offer more help to our poorest students who do not have savings and families to support them.

This paper investigates whether democracy plays a mediating role in the relationship between foreign direct investment (FDI) and inequality in Sub-Saharan Africa (SSA).

The empirical analysis is conducted using fixed effects and system GMM (Generalised Method of Moments) on a panel of 38 Sub-Saharan African countries covering the period of 1990–2018.

The results find that FDI has no direct effect on inequality whereas democracy reduces inequality directly in both the short run and the long run. The sensitivity analyses find that democracy improves equality regardless of the magnitude of FDI, resource endowment or democratic deepening whereas FDI only reduces inequality once a moderate level of democracy has been achieved.

The results discussed above thus have four policy implications. First, these results show that although democracy has inequality reducing benefits, SSA is unlikely to significantly reduce inequality unless the region purposefully diversifies its trade and FDI away from natural resources. Second, the region should continue to expand credit access to reduce inequality and attract FDI. Third, policymakers should undertake reforms that will reduce youth inequality. Lastly, the region should focus on long-run democratic reforms rather than on short-run democratization to improve governance and investor confidence.

Although there are existing studies that examine the association between FDI and inequality, FDI and democracy and democracy and inequality, this is the first study to explicitly examine the effect of democracy on the association between FDI and inequality in SSA, and the first study to separately consider the possible varied effects of contemporaneous democratization versus the long-run accumulation of democratic capital. In addition, rather than measure inequality by income alone, this study uses the more appropriate Human Development Index to account for SSA's sociological, education and income disparities.

This article presents the case for creating stronger connections between research on graduate and worker employability. We offer a narrative review of commonalities and differences between these research streams and offer thoughts and suggestions for further integration and mutual learning.

We outline some of the main theories and concepts in the graduate and worker employability domains. Furthermore, we analyze how these show considerable overlap, though they have barely connected with each other yet. We also formulate an agenda for future research that would spur stronger connections between the fields. Finally, we turn to our fellow authors, reviewers, and editors to encourage a more open approach to each other's work that would enable more cross-fertilization of knowledge.

We hope our narrative review, critical analysis and future research suggestions will lead to more collaborations and mutual learning among employability researchers in the educational, career and psychology areas.

Personal remittance and ready-made garments (RMG) export incomes have emerged as the largest source of foreign income for Bangladesh's economy. The study investigates their impact on income inequality and gross domestic product (GDP) as a control variable, using time-series yearly data from 1983 to 2018.

It employs the Autoregressive Distributed Lag (ARDL) estimation and the Toda-Yamamoto (T-Y) causality approach. The ARDL estimation outcomes confirm a long-run association among the above variables and validate the autoregressive characteristic of the model.

Personal remittances positively contribute to reducing the income gap among the people of the society and declining income inequality. In contrast, RMG export income and economic growth contribute to further income inequality. The T-Y causality analysis follows the ARDL estimation outcomes and authenticates their robustness. It reveals a feedback relationship between remittance inflow and the Gini coefficient, unidirectional causalities from RMG export income to income inequality and economic growth to income inequality.

The finding has important policy implications to limit the income gaps between low and high-income groups by channeling incremental income to the lower-income group people. The policymakers may facilitate further international migration to attract further remittances and may upgrade the minimum wage of the RMG workers.

The study is original. As far as the authors' knowledge goes, this is a maiden attempt to investigate the impact of personal remittances and RMG export income on income disparity in the case of Bangladesh.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

This study aims to analyze to what extent distance education is feasible and efficient with the limited technological infrastructure in Egypt. The study answers this question from the perspective of households' preparedness level regarding possessing information and communication technologies (ICTs). In addition, it assesses whether the pattern of students' ICT ownership is influenced by disability- and socioeconomic-based inequality in education and whether the pattern of ICT ownership exacerbates such biases.

A three-stage probit model with double sample selection (PMDSS) was applied to estimate the factors likely to influence ICT possession, considering the selection process for school enrollment and education continuation. The authors utilized nationally representative data from the Egypt Labor Market Panel Survey 2018.

About 40% of students aged 12–25 did not have ICTs. Most socioeconomically poor households, particularly those living in Upper Egypt, were the least likely to obtain ICTs and rely on distance education. In addition, female students, particularly those with disabilities, had the lowest chance of benefitting from distance learning.

The persistent structural deprivation of school enrollment and educational progression has led to the positive selection of well-off children in education, which is extended to ICT possession and internet use. Without addressing these structural biases, the study suggests that distance education will likely exacerbate educational inequalities.

The study analyzed the extent to which Egyptian families were prepared in 2018 regarding ICT possessions for distance education for their children, particularly those with disabilities. Furthermore, it investigated whether access to distance learning was influenced by disability- and socioeconomic-based inequalities in education.

This research assesses the economic impact of biomass plant installations on Brazilian municipalities, focusing on (1) labor income, (2) sectoral labor income and (3) income inequality.

Municipal data from the Annual Social Information Report, the National Electric Energy Agency and the National Institute of Meteorology spanning 2002 to 2020 are utilized. The Synthetic Difference-in-Differences methodology is employed for empirical analysis, and robustness checks are conducted using the Doubly Robust Difference in Differences and the Double/Debiased Machine Learning methods.

The findings reveal that biomass plant installations lead to an average annual increase of approximately R$688.00 in formal workers' wages and reduce formal income inequality, with notable benefits observed for workers in the industry and agriculture sectors. The robustness tests support and validate the primary results, highlighting the positive implications of renewable energy integration on economic development in the studied municipalities.

This article represents a groundbreaking contribution to the existing literature as it pioneers the identification of the impact of biomass plant installation on formal employment income and local economic development in Brazil. To the best of our knowledge, this study is the first to uncover such effects. Moreover, the authors comprehensively examine sectoral implications and formal income inequality.

Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master’s program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education.

Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context.

Graduates of the Master’s in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.