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The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

This paper discusses the effectiveness of a consortium-based student mobility programme by investigating the impact of the Asian International Mobility for Students (AIMS) Programme. AIMS is a regional multilateral large-scale student mobility programme based on a consortium of 10 member countries and 87 member universities with the Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development (SEAMEO RIHED) as a facilitator. Over 6,000 students have participated in a semester-long intra-regional student exchange under AIMS since 2010.

The study employed questionnaire surveys and semi-structured interviews to investigate the impact of AIMS and its advantages as a consortium-based student mobility programme.

It was found that AIMS significantly impacted member universities by accelerating their internationalisation processes through increasing the number of inbound and outbound students and courses offered in English and so on. AIMS has promoted harmonisation among the members by developing common procedures and guidelines, providing platforms for mutual sharing of experiences and good practices and capacity building of international relations offices. AIMS has also had a significant impact on students by enhancing their regional identity and knowledge about the region of Asia, contributing to their development as future regional and global citizens. As advantages of AIMS, member universities efficiently built a foundation for international collaboration with common procedures and guidelines and shared their experiences through such venues as Annual Review Meetings. Students also feel supported by having clear guidance and find programmes prepared by host universities and SEAMEO RIHED useful.

This study is unique in that it empirically studies the impact of one of Asia’s largest student mobility programmes for the first time by analysing large-scale qualitative and quantitative data.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability through participation in a landscape of practice.

The study employed an exploratory, longitudinal case study design to capture students' lived experiences on an 18-month Master of Professional Practice course at a higher education institution in New Zealand. The data collection procedure involved field note observations (months 1–4), a focus group (month 13) and narrative frames (months 16–18). The sample was domestic students from New Zealand (n = 2) and international students from Asia (n = 5).

One’s participation in multiple communities of practice represents their landscape of practice and a commitment to lifewide learning. Through participation in various communities of practice, domestic and international students can enhance their employability in three ways: (1) boundary encounters to develop social capital, (2) transcending contexts to enhance cultural capital, and (3) acknowledging the development of psychological capital and career agency.

Our work offers one of the earliest empirical validations of sustainable career ecosystem theory. Expressly, communities of practice represent various contexts whereby employability capital is developed over time. Additionally, the postgraduate students themselves are portrayed as interconnected and interdependent actors, presenting a novel framing of such dependencies at the micro-level of the ecosystem. The practical implications come from informing universities of the value of a landscape of practice to enhance the employability of domestic and international students in preparation for sustainable careers and to promote the sustainability of the career ecosystem.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

The inflammatory potential of diet may play a role in the regulation of low-grade chronic inflammation derived from obesity. This study aims to investigate the relationship between the dietary inflammatory index (DII) and anthropometric indicators of adiposity among Turkish adults.

The study sample consisted of 833 young adults (mean age = 23 ± 5.2 years). The inflammatory potential of the diet was evaluated with a DII. Data on dietary intake were collected by a single 24-h dietary recall, and DII was estimated from 25 dietary components. Also, the Mediterranean diet (Med-Diet) adherence screener was applied using the 14-item assessment tool.

The proinflammatory diet was statistically associated with young (p < 0.001), singles (p < 0.001), high school degree (p = 0.011), students (p < 0.001), not working or unemployed (p < 0.001), eating outside (p = 0.016) and lower adherence to a Med-Diet (p = 0.027). There was a statistically significant positive relationship between the DII score and body weight (BW), waist circumference and waist-to-height ratio (WHtR) (r = 0.107; p = 0.002, r = 0.092; p = 0.008, r = 0.115; p = 0.001, respectively). Besides, there was a statistically significant negative relationship between MED score and BW, WHtR and neck circumference (r = −0.101; p = 0.004, r = −0.084; p = 0.016, r = −0.175; p = 0.000, respectively).

To the best of the authors’ knowledge, this was the first Turkish study to assess the association between the anthropometric indicators of obesity and DII or adherence to Med-Diet in young adults. Lower DII scores and higher adherence to Med-Diet are related to the better status of anthropometric indicators of adiposity.

This study aims to enhance understanding of malnutrition's effect on academic achievement of primary school students.

This is a descriptive, cross-sectional design built on Roy's adaptation model (RAM). This study uses a random cluster sample, consisting of 453 primary school students. Contextual stimuli (mother's educational level, income and child’s breakfast eating) and focal stimuli (wasting, thinness, body mass index and stunting) were examined regarding adaptive responses to student’s academic achievement.

The investigation revealed that Model 1, which took into account factors of age, gender, the frequency of breakfast, income, the number of family members and the education of mothers, explained 12% (R² = 0.12) of the variance in academic achievement. Stuntedness (β = −3.2 and p < 0.01), BMI (β = 0.94 and p < 0.001), family income per month (β = 5.60 and p < 0.001) and mother's education (β = 2.79 and p < 0.001) were the significant predictors in Model 2.

This study provides evidence that malnutrition is associated with ineffective academic achievement. Moreover, variables such as the mother's level of education, family income and the child’s breakfast consumption have a significant impact on academic achievements.

RAM is a useful framework for determining factors affecting people's reactions to difficult circumstances.

Ulam is a traditional salad that contains high levels of antioxidants and is commonly consumed in raw form. However, the average ulam consumption among the low-income Malaysian population was only ½ serving daily. Thus, this study aimed to explore the motivators and barriers to ulam consumption among residents of low-cost housing areas (household income RM4849 or $1015.50) in Kuala Lumpur, Malaysia.

Six focus group discussions were conducted with 27 Malay residents aged 18–59 years in Kuala Lumpur, Malaysia. The researchers asked the participants a series of semi-structured questions. All the interviews were audio-recorded and transcribed verbatim. Two researchers coded the transcripts independently, and several themes were identified. The data were analysed using Nvivo version 12 software.

Three main factors for ulam consumption were identified in this study: personal, environmental and behavioural. The motivators and barriers were identified based on nine main themes and 16 sub-themes.

The results of this study identified potential areas for an effective intervention to increase ulam intake among residents in low-cost housing areas.

This work has the potential to identify the factors that have an impact on consumers' ulam preferences to help fulfil daily vegetable recommendations.

The purpose of this paper is to investigate the ending of fee-free higher education in Australia for overseas students in the 1980s, and the ways in which the government managed the diplomatic relationships that were affected by this policy shift. The introduction of fee-free higher education in Australia in 1974 was incredibly popular, and the end of the program in the late 1980s created difficulties for individuals, families and diplomatic relationships.

Using a mix of secondary sources and archival documents, this paper has a historiographical element, and an element of analysis.

This research finds that the ending of fee-free education created significant diplomatic issues with a number of Australia’s regional neighbours. It also created issues for individual students and families. The solution to these problems was, in large part, a scholarship scheme called the Equity and Merit Scholarship Scheme (EMSS). The EMSS was designed, in part, to address the issues created by the end of the fee-free program. However, the design of the scholarship scheme also created its own diplomatic issues with a different cohort of nation states.

There is limited scholarly research into the history of international education policy in Australia. This research draws on the work of some scholars of international scholarships, as well as historians of universities and education more broadly. This research adds to a growing body of work in the field of Australian international education history.

Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision.

Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision.

The findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation.

The small sample restrict the generalisability of the findings.

As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries.

This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.