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This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.

The paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.

Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.

This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

Purpose. This chapter discusses the challenges and different strategies to increase skill development for the future workforce.

Methodology. Multiple sources on the topic were studied and reviewed in this chapter. The idea of skill and its development is discussed in the literature review.

Findings. Different nations’ governments have promoted human capital development by providing up-skilling and retraining programs to balance supply and demand. Skills gaps need to be brought to the attention of stakeholders, such as governments, businesses, and the educational system. Teachers, employers, and other stakeholders need to develop strategies and action plans to ensure that the skills gaps are appropriately identified and adequately addressed. These initiatives must be developed with input from various stakeholders.

Practical Implications. The research results would inform the curriculum, incorporating skill development processes tailored to various scenarios. These findings would aid business organisations in crafting skill development programs that address identified skill gaps. Challenges in skill development would be taken into account during course development, and relevant teaching–learning materials would be created. Key stakeholders, such as accrediting organisations, employers, and students, should exert more influence on academic institutions to prioritise societal demands for economic development.

Originality/Value. The uniqueness and significance of this chapter lie in its concise summary of the strategies to tackle the hurdles in skill development.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

This article aims to relate investments in human capital to the United Nations Sustainable Development Goals (UN SDGs), and examine the spending levels necessary to achieve high performance in related SDG sectors for Azerbaijan.

Employing data from the World Bank, the empirical approach undertaken in this study relies on peer analysis by examining spending levels for nations exhibiting similar income levels and geographical proximity to Azerbaijan.

This study estimates that total spending in education would need to increase by 0.4 percentage points of GDP by 2030, while total spending in health would need to increase by 5.9 percentage points of GDP by 2030 for Azerbaijan.

This study contributes to the literature by conducting an empirical analysis in which other nations can emulate in measuring their relative progress on human capital investments and related UN SDGs.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-02-2023-0137

The purpose of this paper is to explore the marketing opportunities for after-school educational services in the Chinese context by examining children’s perceptions of intelligence using visual methodology.

Altogether 30 Chinese children aged 9–12 studying in grades four to six were asked to draw what comes to mind for two statements: “This is an intelligent child” and “This is a child of average intelligence.” After doing the drawings, the children were interviewed face-to-face to answer questions about the personalities and social relationships of the children depicted in the two drawings that they had produced.

A child described as intelligent was imagined wearing glasses, studying hard and obtaining excellent academic results. A child described as of average intelligence was imagined as having many friends, playing a lot and experiencing tension with parents over studies. Participants had a restrictive view of intelligence and associated intelligence with academic success. They endorsed both a growth mindset and a fixed mindset of intelligence. On the one hand, they endorsed a growth mindset of intelligence as they associated intelligence with personal efforts and practices. On the other hand, participants endorsed a fixed mindset of intelligence as they tended to avoid challenges and appeared to be threatened by the success of others. Participants imagined that an intelligent child would experience poor relationships with friends.

The findings were based on a nonprobability small sample. The study did not investigate the socialization process of such perceptions.

Educational services and nonschool activity service providers can position themselves as agents to help students develop meta-analytical skills in embracing challenging tasks. Marketers can develop courses and learning materials that teach children different learning strategies. They can use incentives to encourage persistence and resilience in meeting challenges. This study uncovered the emotional and social needs of intelligent children. A new market segment was identified that targets children with high intelligence. Educational service providers can design curricula and activities to support high-performing children in developing empathy and good communication skills. Educators can assist those who perform well academically to nurture genuine friendships and improve social relations with peers.

The prevalence of the private tutoring industry in the Chinese context may introduce educational disparity, as families with low resources will not be able to afford these services. Nonprofit organizations can provide similar educational services at a low cost to bridge the gap. The narrow view of intelligence expressed by participants, and their lack of awareness of the wide range of types of intelligence, indicates that education service providers can develop the confidence of a child with average intelligence through appreciation of his or her unique talents beyond academic achievements.

This study explores attributes associated with intelligence among Chinese children using an innovative visual method. The marketing implications can apply to other societies where the after-school tuition market is prevalent.

This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.

Semi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.

Informed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.

These findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.

The findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

This paper aims to develop a comprehensive model on intra- and interpersonal emotion regulation (ER) in hospitality and tourism (H&T) service encounters.

A critical review and reflection of ER research from multiple disciplines was conducted. Methodologies appropriate for investigating ER were also reviewed.

A comprehensive framework was proposed to outline key influential factors, processes and consequences of intra- and interpersonal ER in service encounters in the H&T industry. Methodologies integrating advanced tools were suggested to measure complex and dynamic emotion generation and regulation processes in social interactions from a multimodal perspective.

The researchers developed a comprehensive conceptual model on both intra- and interpersonal ER based on a critical review of the most recent psychological research on ER. Various theoretical and methodological considerations are discussed, offering H&T scholars a solid starting point to explore dynamic emotion generation and regulation processes in complex social settings. Moreover, the model provides future directions for the expansion of ER theories, which have been mostly developed and tested based on laboratory research.

The proposed model addresses two critical issues identified in emotion research in the H&T field: the lack of a dynamic perspective and the neglect of the social nature of emotions. Moreover, the model provides a roadmap for future research.

People who identify as transgender face stigma, isolation and harassment while often struggling to come to terms with their gender identity. They also disproportionately experience mental health difficulties. The purpose of this paper is to present the voices of transgender people in the Republic of Ireland (RoI) in regard to the issues they are facing, improvements they would like to see made to schools, workplaces, services and society in general and whether mental health supports fulfil their needs.

Ten open questions were embedded within a quantitative online survey (LGBTIreland study) on factors impacting social inclusion, mental health and care. These open questions were re-analysed with exclusive focus on the transgender participants (n = 279) using content/thematic analysis.

The participants in this study reported significant signs of mental distress. The following themes emerged: impact of stigma, deficiencies in mental health services, need for education on transgender identity, importance of peer support, achieving self-acceptance and societal inclusion questioned.

Efforts to recruit young participants have led to a possible over-representation in this study.

The findings suggest the need for improvement in mental health support services, including further education in how to meet the needs of transgender individuals.

Transgender people in Ireland experience social exclusion. The need for more inclusivity was emphasised most in secondary schools. Education on transgender identities in all contexts of society is recommended by the participants.

This study reports on the largest group of transgender participants to date in RoI. Their voices will affect perceptions on social inclusion and mental health care.

This study aims to investigate the influence of ChatGPT, an AI-based chatbot, on the digital learning experience of students at Mzumbe University.

This study adopted a qualitative research design to gather in-depth insights from participants. Semi-structured interviews and an analysis of previous chat content were used as primary sources of data. Thematic analysis was used to analyze the qualitative data, allowing for the exploration of participants’ perspectives, experiences and opinions regarding the integration of ChatGPT into the learning process.

The results of the study demonstrated that ChatGPT is widely used in educational contexts and has a positive influence on students’ study habits, academic performance, and understanding of course material. Students appreciated the system’s simplicity, tailored instructions, and the promptness and accuracy of the responses. Despite the possibility of isolated mistakes.

It is important to recognize the limitations of this study. First, the sample size was small, limiting the broad application of the results. Second, this study’s narrow emphasis on students at Mzumbe University limits its applicability in other situations. Furthermore, depending on self-reported experiences, biases, such as individual interpretation or recollection bias, can occur.

Educators can maximize ChatGPT in the classroom by using study insights. Its advantages, such as effectiveness and enhanced performance, highlight the possibility for student-centered learning. Practitioners are guided by their awareness of problems, such as probable errors. Constant updates guarantee ChatGPT’s applicability and provide educators with useful advice.

Peer impact is highlighted in this study concerning social factors on the adoption of AI in education. Resolving issues preserves public confidence. Views influence public opinion and direct policymakers in discussions about safe AI use. It influences public attitudes while navigating the ethical integration of AI.

This study offers insightful information about the impact of ChatGPT on digital learning in Tanzania’s higher education. It makes innovative research contributions that enhance educational practices and emphasizes the advantages, difficulties and demands of responsible usage in the context of AI-based chatbots.

For a successful search, all members of the client–headhunter–candidate trio need to step up to the plate. How can clients better prepare for and engage in the search process? What are the current limits of client engagement and their rights vis-á-vis the headhunter? We explain why headhunting is different from recruitment, and why procuring executive search is as serious as other assets. We reveal the depth of questioning and bias management that it takes to reveal and attract the right candidate. We propose five points to build into the profile of the leader of the future. We next take a look at the clients of executive search firms – who come in all shapes and sizes. Van Eijck distinguishes four groups: multinationals, family businesses, private equity firms and public institutions. A tour signals points of attention for each group regarding a search process and some key points that apply across the spectrum – for example, how wildcard candidates can compromise a search process, the persistent problem of “no pay no cure” and why an appointment doesn’t always guarantee success. Finally, we move to the world of the executive candidate. Many make errors (also of judgment) when building their CVs. A seasoned headhunter can easily spot these. We present the keys to forging a robust story, working effectively with an executive search consultant and conclude with the features of the modern educational and work environment that can get in the way of a career.

An earlier form of this chapter by the author was published in Dutch in “Bestemming Boardroom: over zoeken en gevonden worden” (Boom, Amsterdam, 2018).