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The current study set out to examine the recruitment practices and job-market readiness of translators in Saudi Arabia in light of the Process in the Acquisition of Translation Competence and Evaluation (PACTE) model of translation competence (TC). The main purpose of the study was to determine the extent to which the outcomes of translator training programs are aligned with job-market requirements.

A case study was conducted adopting a mixed-methods research design to collect qualitative and quantitative data using interviews and a questionnaire. Data were also collected from the analysis of 28 translation job advertisements. The questionnaire targeted employers, while the interviews were conducted with employers and professional translators.

The findings indicate that there is a gap between the outcomes of translator training programs and the needs of the job market with a particular emphasis on the importance of developing trainee translators' job-market skills as well as their awareness of the professional practice of translation.

The findings of the current study are limited to the sample from which data were collected.

The study has significant implications for translators and translator training in Saudi Arabia. Although the Literature, Publishing and Translation Commission and the Saudi Translators' Association were established in 2020, additional measures are needed to support the translation profession in Saudi Arabia. Such support may take the form of specialised accreditation for translator training programs as well as licensing requirements for practitioners. Implementing these measures will play a significant role in establishing benchmarks for translator training programs and promoting the integration of job-market requirements into translator training.

Although TC has been examined in the Saudi context before, examining it in light of the PACTE framework sheds new light on the job-market readiness of translation program graduates and enriches the literature on the training of translators in Saudi Arabia.

This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.

The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.

This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.

This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

The purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and performance paradigmatic nuances analyzed by Judge et al. (2001) and Gu and Chi (2009), in addition to the expectancy model theorized by Vroom (1964). The motivation to transfer learning serves as a conveyable variable transmitted within a learning continuum that sustains cyclical outputs.

An archetype to explore the connection between the three hypothesized theories is created through a neural network program. Exploring this connection develops deeper understandings of the derivatives of employee motivation as it pertains to its effect on readiness, satisfaction, performance and achievement dyads. A detailed analysis of the literature leads to the hypothesis that the motivation to transfer learning creates a multiplicative effect among hypothesized relationships.

The neural network program scaffolds the proposed general belief that positive effects of transfer motives cause a cyclical effect that continues to perpetuate among hypothesized dyads. Conversely, if this motivation decreases or ceases among one or more dyads, the cyclical effect will retract and, eventually stop.

Based on the neurologic outcome, one central theme emerged: managers must offer opportunities to acquire knowledge through assistive mechanisms (i.e. training) by providing external stability through controlled channels that activates the motivation to transfer learning into new opportunities. The transference of this knowledge produces reconstructive growth opportunities through continuous learning thus increasing performance.

本研究的目的、除了驗證弗魯姆 (Vroom) (1964) 建立的「期望模型」理論外，也去驗證存在於工作準備就緒與馬修斯等人 (Matthews et al.) (2018) 所探索的滿足感模型之間的倍增週期，及質治等人 (Judge et al.) (2001) 和古與池 (Gu & Chi) (2009) 所分析的滿足感及表現之範式細微差別。學習轉移的動機作為一個被傳送至學習漸變體內的可輸送變量而運作，而這個學習漸變體是會維持週期性的輸出的。

透過神經網絡程序，創造一個用以探索這三個假設性理論之間的關係的原型。探究這些關係，會使我們更能深入了解僱員動機的衍生品，因這涉及僱員動機對準備就緒、滿足感、表現及功績二元體的影響。仔細分析文獻帶出了一個假設，就是: 學習轉移的動機會在各假設的關係裏創造一個倍增的效果。

這個神經網絡程序續步闡釋了一個被倡議的普遍觀念，那就是轉移動機的正面影響會帶來一個在假設性的二元體中會繼續持續下去的週期性效應。相反地，如果這動機在一個或多個二元體中減弱或停止，這週期性效應將會撤回及最終停止。

基於神經病學的結果，一個核心主題浮現了， 就是：管理人員必須提供透過輔助機制 (就是說：培訓) 而獲取知識的機會。方法是給會引發把學習轉為新機會的動機之受控渠道、提供外在穩定性。這知識的轉移，透過不斷學習而創造重建的成長，表現因而得以提升。

When the repercussions of COVID-19 were being absorbed by the world, the higher educational institutions (HEIs) were conceiving of strategies to run educational institutions on remote basis too, including the challenges linked with the teaching–learning as well as the management and other departmental needs. Leaning itself on the teaching–learning tectonic shifts amid the COVID-19 climes, the study reviews the status of “readiness” of the HEIs in Oman while bearing this in mind that the usage of information and communications technology (ICT) for distance learning and conventional learning has been considered as one of the parameters to judge the “quality” of the HEIs in Oman.

Documentary analysis alongside an in-depth reading of the quality audit reports sourced from the Oman Academic Accreditation Authority, which are publicly accessible are being referred for driving home the arguments in the study.

The study concludes that despite the case being in favor of distance learning from early on, the same doesn’t get reflected in the conclusions derived in the research conducted for assessing the teaching–learning mechanisms during the COVID-19 period. Therefore, the HEIs’ “readiness” in terms of ensuring the smooth transitioning to the remote learning pedagogical arrangements for meeting the challenges of the COVID-19 wasn’t efficacious.

The present study may be followed up with an understanding as to how the HEIs of Oman need to incorporate the perspectives of all the concerned stakeholders for the refurbishment of the teaching–learning process, especially in times of contingencies.

Apart from the policy-makers, the management of the HEIs of Oman needs to appreciate the need to be proactive and appreciative of the inclusion of ICT tools and techniques in the mainstream pedagogical settings.

Notwithstanding the emphasis upon the preparedness and readiness for tackling the challenges posed by the COVID-19 for the HEIs in Oman, no study has attempted to delve into the issue succinctly—the present study fills this gap.

Volunteers at child helplines play an important role in providing support for children, so keeping them satisfied during encounters is crucial to continue helping children. The purpose of this study is to understand how children’s perceptions of instrumental and emotional support (partner effects) influence volunteer encounter satisfaction, and whether this effect is moderated by a volunteer’s previous encounter experience and levels of interpersonal and service-offering adaptiveness.

The sample consisted of 377 dyads of 116 volunteers and 377 children from online service encounters at a child helpline. Questionnaires were used to measure satisfaction, support and volunteer adaptiveness. A multilevel model was estimated to test the hypothesized moderation effects.

This study revealed that the instrumental support partner effect positively influenced volunteer encounter satisfaction. This relationship was stronger when the previous encounter was less satisfying or for volunteers with higher interpersonal, but not higher service-offering, adaptiveness. Negative effects on the relationship between the emotional support partner effect and volunteer encounter satisfaction were found after a less satisfying previous encounter or for volunteers with higher interpersonal adaptiveness.

This study contributes to the services and volunteerism literature by providing a unique perspective on the interpersonal influence between volunteers and children during service encounters. In the context of child helplines, this paper illustrates how volunteer encounter satisfaction is a function of the intricate interplay between children’s perceptions of the service encounter and volunteers’ perceptions of previous experiences and their adaptiveness.

Research has been conducted to investigate the factors that influence career indecision. This study attempted to synthesize empirical research on career indecision to (1) find the common determinants over the last two decades and (2) find the factors/areas that need to be addressed for future research on career indecision.

This study used the systematic literature review (SLR) methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Following the predetermined inclusion criteria, 118 articles from the Scopus database were included for review.

From this research, the authors found four main determinants for career indecision, namely (1) career-related decision-making difficulties, (2) adolescent differences, (3) individual and situational career decision-making profiles (CDMPs) and (4) level of individual readiness for career choice, which have been researched in the last two decades. Additionally, eight factors/areas were found to be addressed in future research on career indecision which include those four common determinants, the other three determinants, namely (1) individual differences, (2) contextual/environmental factors, (3) social factors, and one outcome, subjective well-being.

The study had limitations in conducting this research, and the findings of the study provide some theoretical and future research implications.

The seven determinants and the only outcome provide some implications for practitioners and policymakers.

The study found seven determinants and one outcome of career indecision derived from empirical studies conducted during 2000–2021.

We examine the various components of entrepreneurial self-efficacy within the entrepreneurship literature from a measurement perspective. Two published entrepreneurial self-efficacy instruments are tested and compared. Additionally, we study how self-efficacy relates with many of the tasks and roles identified within the entrepreneurial new venture life-cycle. Our study suggests relationships between self-efficacy, perceived skills, and abilities to manage a new venture, and entrepreneurial intentions to start a new venture. We discuss relationships between entrepreneurship research and university teaching and make specific suggestions on how further work on improving measurement in entrepreneurship will benefit both research and teaching effectiveness.

The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.

The author carried out this research using a small-scale action research (AR) study.

The findings suggest that in acknowledging and responding to individual learner differences, especially interests, levels of learner engagement are positively affected.

This study’s key limitations were sample size, short-term study and potential teacher as researcher bias.

Recommendations were made for a further longitudinal study into the relationship between DI and language learner levels of engagement at University. An additional study into DI that looksbeyond language learning at HE, could add value to pedagogic approaches, which could make courses of greater intrinsic value to its students.

This research study aims to help fill a gap in the literature on the application of DI, as well as a unique perspective into its effect on learner engagement within a university context.

The purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.

This study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.

Results show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusivity. The largest increase (88%) was seen in the themes in teachers' responses regarding accommodations for a student with special needs. Regarding self-perceived ability, the average increase was 50%. Results show significant changes in teachers' adjustment awareness ability.

This study contributes to educational research, as the focus is PD for general teachers. PD opportunities with teaching strategies related to special needs (e.g. neurodevelopmental conditions, NDCs) are seldom offered to general education teachers. Support from teachers is a key strategy for accommodating students with special needs in mainstream classrooms. Furthermore, there is a lack of literature of interventions aiming to improve teachers' readiness and preparedness for students with NDCs in mainstream settings.