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Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Mass lay-offs tremendously impact employees and companies. Helping people toward new employment could help organizations manage costs and reputation. The authors sought to test a model, based on regulatory focus theory, predicting which employees are more likely to consider leaving the company during this uncertain time (turnover intentions) and indirectly to engage in behavior to strengthen their external labor market position (mobility-oriented behavior).

With a mass lay-off impending, the authors studied employees (N = 326) in a financial services organization. The authors reasoned that employees' perception that they have higher (vs lower) qualifications than their job requires, may be able to spur turnover intentions for some because it enhances perception that movement to another job is desirable and feasible. The authors proposed perceptions of being overqualified vs perceptions of being underqualified only affect the turnover intentions and mobility-oriented behavior of promotion-focused employees.

Supporting the expectations, promotion-focused employees (but not prevention-focused employees) who perceived themselves to be overqualified, compared with promotion-focused employees who perceived themselves to be underqualified, showed higher turnover intentions and, indirectly, mobility-oriented behavior.

This research is one of few studies that have examined intentions and behavior of employees who are facing impending mass lay-off, as most lay-off research has studied survivors or victims post lay-off. To the best of the authors’ knowledge, this is the first study to apply a regulatory focus perspective on overqualification/underqualification, as well as to turnover intention and mobility behavior.

This paper aims to depart from the premise that human capital investments and human capital outcomes are often tacit – an aspect, which is often neglected in the current literature on entrepreneurial human capital. The idea of this conceptual paper is to shed light on the social process of how human capital investments and human capital outcomes can be valued and made visible through the validation of prior learning. Thus, this study conceptualises the validation of prior learning as a post hoc, the reflective process through which an aspiring entrepreneur is guided.

This paper is conceptual and introduces a process model.

Findings indicate that the process of the validation of prior learning is well-suitable to inform aspiring entrepreneurs of their investments into human capital and their human capital outcomes. The process results in a (partial) certified qualification that provides entrepreneurial legitimacy.

Thus far, the model is conceptual and should be validated via interviews and further empirical studies in the field.

Literature in the field of entrepreneurial human capital suggests that human capital outcomes are more important for success than inputs. Furthermore, context-specific knowledge, skills and abilities are more important than generalised outcomes. These findings have implications for the design of validation procedures.

Human capital has only been recently conceptualised as consisting of human capital investments and outcomes of human capital investment. However, thus far the literature falls short in acknowledging the tacit nature of human capital investments and human capital outcomes. This paper contributes a structured process of how human capital investments and human capital outcomes are linked and assessed. In so doing, this study extends a recent model of human capital investments and outputs (Marvel et al., 2016, p. 616).

This paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.

This conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.

A review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.

This paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.

Increased emphasis on offering quality education underscores the need for developing a rigorous process for assessing academic programs in higher education. In this chapter, we develop a practical and rigorous framework for comprehensive assessment of academic programs. This framework generates in-depth communication between the academic departments and the university administration. It provides a useful tool for advancing the university mission, setting priorities, allocating resources, and identifying future areas of potential growth. This data-driven framework covers a wide range of qualitative and quantitative variables. To ensure a smooth and efficient implementation of the assessment process we present the critical stages in the development of a successful program assessment framework − from determining the assessment criteria, establishing the organizational climate, appointing the assessment committee, preparing program self-studies, to collecting and analyzing data. We present real examples from the author’s home institution to illustrate and support the reader’s understanding of the framework.

The value of transverse skills, including human capabilities, has been acknowledged for a significant period of time by major organisations such as UNESCO and the World Economic Forum. This paper reports on the application of microcredentials linked to the Human Capability Framework in a major telecommunications organisation that has a vision to establish a baseline to develop the levels of capability for both individual employees and the entire workforce. In this case study, capability is evidenced through learning and applied performance specified in a microcredential that carries a credit-entry score into higher education qualifications. The value of the microcredentials lies not in recognising learning outcomes; rather, it lies in an individual's ability to validate their full potential, open sustainable employment opportunities and prepare for emergent new roles.

This commentary offers a case study of how a major Australian telecommunications organisation implemented microcredentials that are aligned to the Human Capability Framework Standards reference model.

The approach in this case study demonstrates how a company that confidently invests in non-traditional learning approaches that increase the value of human capital can tangibly grow the capacity of the workforce to deliver not only its strategy but also its cultural values.

The multi-award-winning model described in this case study is novel and clearly informs current research and thinking addressing this topic.

Delay in housing adaptation is a major problem, especially in assessing if homes are suitable for the occupants and in determining if the occupants are qualified for the Disabled Facilities Grant (DFG). This paper describes the development of two self-administered intelligent integrated assessment tools from the DFG Adapt-ABLE system: (1) The Home Suitability Assessment Platform, which is a preventive mechanism that allows assessment of the suitability of homes based on occupants’ mobility status and (2) an indicative assessment platform that determines if the applicants are qualified for the DFG to prevent lengthy delays.

The adopted method aligned with a development study approach: a grounded literature review, a severity measurement approach, two stakeholder engagement workshops, four brainstorming sessions and four focus group exercises. The system development relied on Entity–Relationship Diagram (ERD) technique for data structures and database systems design. It uses DFG context sensitivity with alignment with DFG guidance, interlinkages and interoperability between the assessment tools and other platforms of the integrated Adapt-ABLE system.

The assessment tools are client-level outcomes related to accessibility, usability and activity based on the assessment process. The home suitability platform shows the percentage of the suitability of a home with assessment results that suggest appropriate action plans based on individual mobility status. The indicative assessment combines the function of referral, allocation, assessment and test of resources into an integrated platform. This enables timely assessment, decision-making and case-escalation by Occupational Therapists based on needs criteria and the eligibility threshold.

These assessment tools are useful for understanding occupants’ perception of their physical housing environment in terms of accessibility, suitability and usability based on basic activities of daily living and their mobility status. The indicative self-assessment tool will substantially cut down the application journey. The developed tools have been recommended for use in the CSJ Disability Commission report and the UK government Guidance on DFGs for local authorities in England.

Quality Assurance and Improvement Program (QAIP) is defined as “an ongoing and periodic assessment of the entire spectrum of audit and consulting work performed by the internal audit (IA) activity”. QAIP is an important component of internal auditors’ commitment to improve internal audit (IA) quality. The pressure towards improvement is urgent for central banks, in light of the vulnerabilities of their IA functions identified by the International Monetary Fund. The authors analyse the professional standards and the literature on IA and QAIP, aiming to propose general considerations to enhance IA quality and to develop and maintain a QAIP, with reference to central banks, also shedding light on the synergies among IA, QAIP and total quality management (TQM).

This paper reviews the most relevant professional standards in light of the professional and academic literature regarding IA quality, QAIP and their relationship with TQM. The analysis of these sources represents an important step to identify general measures to improve IA quality and develop effective QAIP in central banks.

This analysis shows that it is important to understand the rationale behind the development of an IA function and its theoretical and practical foundation, especially for complex organisations such as central banks. In addition, the authors show that QAIP represents an important tool to exploit the synergies between TQM and IA. These synergies could result in higher levels of quality for the IA function and more effective implementation of TQM within the whole organisation. Lastly, the authors provide practical suggestions to support the implementation of an effective QAIP in central banks and to spread TQM philosophy within the organisation.

The authors contribute to the scant literature on IA quality and QAIP by focusing on central banks and shedding light on the relationship with TQM. Regardless of their importance, these topics have been largely neglected by the extant literature.

The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.

In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.

The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.

In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

This study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.

The paper used a participatory action qualitative method anchored on the Skills for Trade and Economic Diversification (STED) framework, utilising the workshop-based approach with 24 key stakeholders of the sector. Content analysis was used with the help of Nvivo software.

The findings revealed that there are skills shortages, skills gaps, skills mismatches and skills diversification programmes available through higher education and work-based learning. Further, there are labour supply challenges such as national skills policy and strategy, government and stakeholder coordination, funding, relevance of curriculum and qualifications, access to practicals and the absence of a clear national vision for the sector.

This study possesses an inherent limitation in terms of generalising the findings derived from qualitative research.

This research is among the first of its kind to assess skills needs and gaps through the lens of STED framework, which has been overlooked in previous literature. Importantly, this study provides vocational insights into skill needs in the sector.