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The purpose of this paper is to investigate continuing pedagogical education from a new perspective that is especially relevant during the development of an information society.

The methodological framework of the study builds on the concept of teacher’s personality establishment in the system of pedagogical education. Main stages of professional development were studied on the basis of educational institutions of the Baikal region. Thus, experiments were conducted at the Pedagogical Institute, Buryat State University Continuing Education Institute, Buryat Republic Institute of Educational Policy and the Buryat Republic Pedagogical College. The study used internship platforms of the above educational institutions.

The study shows how the open online pedagogical space, which includes internship and innovative platforms, specialized departments, governing agencies on education, certificate centers, scientific and cultural institutions, higher educational institutions, and schools, reveals the model of continuing pedagogical education in regions.

Individual forms of advanced training are proposed. Optimal ways to create a competitive environment in the system of professional development were identified by the authors.

The reformation of the regional system of advanced training and its transition to a new level of quality allows organizing continuing improvement of teachers’ professional competencies effectively. This paper can improve the professional competence of teachers, which will have a positive effect on the educational process and academic performance of students in general. The next stage in the improvement of teachers’ competence can involve an exchange of experience at international conferences and participation in joint international educational programs.

The purpose of this study is to document the process of transformative learning during students’ internships.

A qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes.

The study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning.

This paper provides important guidance for supporting transformative learning during student internships.

This paper provides important guidance for supporting transformative learning during student internships.

The perspectives of industry instructors from a case enterprise were adopted to analyze various contexts of internship implementation and to examine feasible strategies for incorporating internships in the human resource development process.

A Taiwanese enterprise stationed in China was selected for case study. This study focused on the 2019 summer internship program. Interviews were conducted with 23 industry instructors.

(1) Units should effectively employ interns by guiding them to learn by doing tasks. (2) Provide training and assign personal industry instructors to guide interns in learning by doing, thereby establishing workplace relationships in advance. (3) High-level leaders and senior managers must pay close attention to internship results and inspire industry instructors and interns to perform internship tasks. (4) Managers of internship units must participate in interviews to select potential employees that satisfy unit requirements. (5) Opportunities for university teachers to interact with enterprises and recommend interested students who learn knowledge, skills, abilities and other characteristics (KSAOs) that fulfill enterprise requirements should be increased.

Enterprises must systematically plan internship tasks, recruitment and selection, as well as practices and reports if they wish to employ interns as potential human resource.

This study used the practical perspectives of industry instructors to establish the contexts and strategies of intern training for human resource development. The results of this study are expected to provide a reference for enterprises in planning internship workplaces and increase their willingness to employ interns.

Learning through formal and informal experiences is critical for building content knowledge, pedagogical skills, and self-efficacy/confidence for preservice teachers. teachHOUSTON offers numerous teacher enhancement opportunities outside the teacher education courses which allows preservice teachers to connect to the real world which includes being able to relate to a diverse population of students and to understand how the course content can be related to them, their families, and communities in their everyday experiences. Through formal and informal experiences such as professional development workshops, discipline specific courses, research experiences, and internships, preservice teachers have the opportunity to engage in hands-on science activities they can use with their students, develop lessons, and gain knowledge on how to deliver this content while managing their classroom. This chapter will give an overview of the formal and informal experiences offered through teachHOUSTON with a highlight on the structure and content of the six week Noyce Internship Program which engaged interns as counselors and teaching assistants in a summer STEM camp for underserved middle school students and introduces the interns to interactive sessions that model promising practices for teaching.

The authors proposed that participation in large-scale, structured events designed to match students to employers' internship opportunities could support students' employability by focussing students' career goals, strengthening students' career self-efficacy and growing students' social capital.

Interviews were carried out with 49 students both before and after the students took part in the event to assess whether students career goals, self-efficacy or social capital changed after taking part in the events. In the second interview, the authors also asked students what outcomes students gained from the event and how the event process had contributed to these outcomes.

Students' descriptions of their outcomes from the event aligned with social capital theory and self-efficacy theory. The students valued the information, connections, skills and experience they developed through taking part in the interviews and connecting with employers and students. The longitudinal analyses revealed that most students career goals did not change, but students' career self-efficacy improved and students could identify more actions for achieving their career goals after taking part in the event. Importantly, these actions were often explicitly connected with information or connections that students gained from the event.

The interviews illustrate that students can build social capital from short, one-on-one engagement with employers that then enable them to identify ways of furthering students' career goals. The authors' findings suggest that structured, event-based engagement with employers can provide an efficient and equitable means of enhancing students' social capital and career self-efficacy.

This study addresses the specific topic of transition between higher education and the world of work, taking differences naturally inherent to the individual and to the surrounding micro and macro contexts. With a holistic approach, this paper aimed to provide a deeper understanding about the university-to-work transition process in a period of turbulence and continuous changes in the labour market.

The three research questions that guide this qualitative study are as follows: (1) What are the factors that facilitate the transition to the labour market? (2) What are the factors that constrain the transition to the labour market? (3) What are graduates' perceptions of their employability? To answer these questions, eleven graduates were interviewed about facilitators and barriers of the transition process and perceptions of employability. Data collected from the interviews were then related to categories previously defined from the literature review. Version 12.0 of the NVivo software was used to support the process of data analysis.

Overall, participants' discourse refer to a multidimensional and dynamic perspective of factors related with work transition and employability. The obtained results indicate that the lack of career agency during graduation and professional experiences, together with late career exploration processes, represent possible barriers of transition, especially in study fields with targeted job offers. Likewise, experiences promoting the development of competencies through supportive practice from teachers, mentors and colleagues are referred as facilitators of transition.

One of the most consistent outcomes of the interviews conducted concerns the importance of a stronger focus on developing practical experiences during higher education studies. This empirical study demonstrated how this type of experience can mitigate the impact of the transition from university to the labour market.

This empirical study demonstrated how work being integrated into learning in curricula can mitigate the impact of the transition from university to the labour market. It offers important insights about possible strategies that could be adopted to promote graduates' employability from a perspective of shared responsibility.

Drawing on stakeholder theory, the purpose of this paper examines how Nigerian banks employ their corporate social responsibility (CSR) initiatives to empower women to participate in economic and commercial activities.

The methodology of this paper is regarding a thematic analysis of Nigerian banks' annual CSR and sustainability reports.

A theoretical framework was developed which illustrates the investment foundation (Sustainable Development Goals, Women's Empowerment Principles (WEPs) and Nigerian Sustainable Banking Principles) that supports the different levels of engagement (healthcare, financial, social and career empowerment) aimed at different groups of women (women at large, women in business and women in career) in the society.

The study findings are confined to the banks in Nigeria, focussing on how they empower women to participate in economic and commercial activities.

It is paramount that Nigerian banks consistently report their CSR initiatives. When designing these initiatives, it is equally important to incorporate WEPs, as they are specifically focussed on women.

Due to their low-level institutional and financial development, it is important that Nigerian banks design their CSR initiatives to improve women empowerment. While initiatives should be targeted at women's well-being and physical health, it is important to steer women towards financial and social independence through loans, grants and mentorship.

To the best of the authors' knowledge, no other research study has examined how banks in an emerging market use their CSR activities to empower women to participate in financial activities.

India is set to develop a hundred smart cities under Smart Cities Mission (SCM). New Special Purpose Vehicles (SPV) established at the city level are developing these cities. Cities around the globe do not use this system for city development yet. SCM was launched in 2015, and these companies are working in some of these cities since 2016. This paper is an attempt to investigate the traditional system and SPV system with global best practices.

The method for investigation includes developing a framework with the governance principles (defined by the United Nations Development Programme) and measurement parameters. By this framework, the performance of these governance systems can be measured/ranked; analysing these results give the nodal points where one system is better than the other and highlighting features; those can be incorporated to develop an alternative comprehensive system.

The new service delivery mechanism (SPV) is still adapting and competing with the traditional system. There have been some positives as well as some criticism for SPVs in comparison to the traditional system.

The data for analysis is mostly from secondary sources and structured official interviews. The cases selected for the analysis are cities from different states of India and some leading global cities.

Smart cities development is still going on. As the analysis findings suggest, it needs a more efficient and converged implementation mechanism.

The analysis framework is solely developed for this paper. The paper compares five of the Indian traditional city development process, SCM implementation strategy and leading city development processes around the world.

Relationships are a critical success factor for business operations across markets with dominant Chinese culture, like Taiwan. The intersection of a high-quality institutional environment and a traditional Chinese cultural background in Taiwan provides a unique setting for exploring different types of relational mechanisms and ensuing renqing practices (i.e. reciprocal exchange of favors with empathy). The purpose of this paper is to examine when, where and how Taiwanese high-performance organizations manage and deploy interorganizational renqing across their business relationship portfolios. Answering these questions can help build a theory of interorganizational renqing and advance interorganizational reciprocity theorization more generally.

This research is motivated by two key research questions. First is related to how renqing givers understand renqing in the context of their organizations and their interorganizational business relationship portfolios. Second, whether organizations prefer a neutral renqing balance, a renqing debt or a renqing surplus is another point of interest. The study is based on interviews with upper echelon elite informants at six high-performing Taiwanese organizations with business relationship portfolios worldwide.

It is found that interorganizational renqing is deployed as a hybrid resource, taking on the functions of both an investment and a type of insurance against risk. Two notable differences between interorganizational and interpersonal renqing are also noted. First, the social exchange norm aspect of renqing points to salient social exchange norms also in interorganizational exchanges. This confirms the importance of understanding not only the regulative and normative dimensions of business relationships, as a type of institution, but also the cognitive dimensions and underlying institutional logics. Second, this study shows that unlike at the interpersonal level, the notion of renqing debt is not common at the interorganizational level – at least not within high-performance organizations with market leader positions.

This study explores interorganizational renqing practices and their strategic deployment through the use of “accessing” and “embedding” relational mechanisms. The study also adds to the poorly understood nature of interorganizational reciprocity and provides support for developing a theory of interorganizational renqing, as a form of interorganizational reciprocity within a Chinese cultural context.

A modern trend in the educational environment in recent years has been the permanent education system with the involvement of online study modes. It is based on multidisciplinarity and adaptivity of educational technologies, starting with the basic level of education – bachelor’s degree, and ending with gaining competences in the field of engineering and economics throughout the whole professional life of a student. The purpose of this paper is to perform a detailed analysis of development of permanent education in Russian universities, focusing on statistical data on popularity of jobs as to professional groups among employers and determining peculiarities of permanent education, based on the distinguished peculiarities of permanent education and requirements of business to develop a model of engineering and managerial education that would integrate two blocks of the educational process – engineering and economic, as well as include modern technologies of teaching.

The authors propose the modern model of engineering management education that is implemented in the Russian technical universities. Its distinctive feature as compared to the conventional educational technologies is gaining competences in the field of economics and management at the same time with engineering education at the second stage of education – the master’s program. The proposed model of engineering and management education results in obtainment of two diplomas by the student who is awarded with a master’s degree in engineering and a master’s degree in economics. A difference of the offered model from the traditional educational technologies is obtaining competences in the sphere of economics and management together with engineering education at the master’s program. The result of the offered model of engineering and managerial education is graduate’s receiving two diplomas with master’s degree of engineer and master of economics. The paper shows the existing mechanism of implementing the model of engineering and economic education in a technical university by the example of the master’s program in Economics “Evaluation of economic risks during technological decisions (in oil processing and oil chemistry).”

The offered model of engineering and managerial education will allow training the engineers of a new type, who will be able to adapt to new tendencies and initiate the changes that are necessary for effective functioning of business in the conditions of digital economy.

The offered model of engineering and managerial education should be acknowledged as an innovational educational project that raises demand for graduates through their adaptability to employer’s needs and their usage of new tools of management that are based on exchange of information data and that form managerial task for information provision of the process of decision making and their further execution.