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The current research aims at investigating the mediating effect of electronic word of mouth (eWOM) on the link between entrepreneurial education and choice of the university among students. The main focus of this paper is that when entrepreneurial education is properly-implemented at universities, it leads to several positive outcomes such as positive eWOM. Therefore, if the entrepreneurial education is used as a marketing model, it can be considered as the innovative model for attracting more students. By implementing this model, the university can enhance its approach to cultivating a positive image, potentially leading to increased student enrollments.

The study used a sample of 483 undergraduate students in different universities. As well, it used a structured questionnaire during the data collection. Additionally, the study used partial least squares (PLS-SEM) in analyzing direct and indirect relationships.

The findings of this study suggest that entrepreneurial education and eWOM are critical factors for student selection to the universities. This is because eWOM significant mediates the link between entrepreneurial education and university choice.

This study used cross-sectional design. Therefore, future research can use a longitudinal design in examining the link between independent and dependent variables so as to look into the changes over time.

The study presents potential strategies that universities can employ to market their programs more effectively. By strengthening their entrepreneurial education initiatives, universities can enhance their reputation and create positive eWOM, which can lead to higher enrollments.

This study offers innovative marketing approaches for universities and their programs. Instead of heavily investing in advertising, the study suggests that strengthening entrepreneurial education initiatives can be a more effective marketing strategy. The findings suggest that a positive reputation generated by strong entrepreneurial education initiatives can lead to positive eWOM, which, in turn, influences university selection. Therefore, universities can consider enhancing their entrepreneurial education offerings to attract more prospective students. The study also highlights the notion that quality speaks for itself, while a lack of quality requires advertising.

This paper aims to assess gender bias in Italian university student mobility controlling for the field of study. It uses data from the Italian National Student Archive (Anagrafe Nazionale degli Studenti – ANS) for the cohort of freshmen enrolled in the 2017 academic year. The macro-regional comparison unfolds across the following areas: North and Centre, Southern Italy and main Islands (Sicily and Sardinia).

The analysis is firstly carried out at the national level, and secondly, it focusses on macro-geographical areas. University mobility choices are thus investigated from a gender perspective, conditioning upon other theoretically relevant characteristics collected for the prospective first-year university student population enrolled in 2017. The authors analyse data in a regression setting (logit models) within the multilevel framework, which considers students at level 1 and the field of study at level 2. Gender differences in the propensity to be a mover – conditional upon the choice of the field of study – were captured by introducing random intercepts to account for clustering of students in fields of study and random slopes to allow the gender effect to differ among them.

Findings show that university student mobility in Italy leads evidence of gender bias. This has been detected using a multilevel random slope approach that allowed the authors to jointly estimate a slope parameter for gender within each field of study. Moreover, using a regression setting allowed the authors to control for heterogeneity in geographical, educational and socio-demographic characteristics across students. In line with previous empirical findings, the authors' data highlight the presence of a relevant mobility flow of university students from the South toward the North-Centre of Italy and lower mobility of female students compared to male students from the South and Islands.

To the best of the authors' knowledge, there are no studies in Italy, which investigate if families' investment in higher education in terms of selection of no-local universities are affected by gender bias and if geographical differences in this behaviour between macro-areas are in place. Thus, investigating students' choices in tertiary education allows the authors to shed light on the presence of gender bias in families' education strategies addressed to increase the endowment of students' assets for future job opportunities.

The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education.

In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data.

The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models.

Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.

This study attempts to elucidate the role of key influencers impacting the student decision-making process of enrollment for higher education in India from the lenses of Stephen Covey's theory on circles of life.

A sample of 556 students of Delhi NCR, India was selected based on a multi-staged sampling method. PLS-SEM was subsequently applied for statistical data analysis.

This quantitative finding voiced the relationships among the constructs in the proposed theoretical framework, i.e. Stephen Covey's circle of life theory. Additionally, it tinted the crucial role of “College attributes” in reconnoitering the relationship dynamics between key influencers (Circle of Influence and Circle of Concern) and student college choice (Circle of Control).

The present study incorporates only the first-year student population of undergraduate management courses in private universities from Delhi NCR, India limiting the generalization of findings substantially.

The study garners the attention of education policymakers on the cognizance of the role played by parents and cohorts in driving the student's decision-making process of college choice under the circle of influence.

This study is pioneering research disseminating a comprehensive outlook of the circle of life theory of great Stephen Covey engrained upon a compendious conceptual model which enlightens the landscape of the decision-making process of student on enrollment under the influence of key influencers.

The post-pandemic crisis has reshaped work dynamics across industries, leading to a widespread reliance on technology for remote work and business continuity. Operations have shifted to the digital space, altering job requirements and creating new career opportunities. The expansion of the digital industry has generated numerous career choices. The purpose of this study is to determine the relationships between self-efficacy, social media, career outcome expectations and career choices among fresh graduates in Malaysia amid the pandemic crisis.

Research data were collected from a sample of 318 fresh graduates from both public and private universities in Malaysia. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data in this study.

The empirical findings revealed significant correlations between self-efficacy, social media usage and career outcome expectations and the career choices of Malaysian fresh graduates.

The present study offers an empirical framework to explain career choices among fresh graduates in Malaysia during the pandemic crisis, based on a review of related literature on careers. This research contributes to the body of knowledge on career choices among Generation Z fresh graduates and provides practical implications for organizations and individual employees. It suggests developing relevant Human Resource Development (HRD) interventions to retain the young workforce within organizations.

This study enriches the existing literature on self-efficacy, social media and career outcome expectations in the context of a pandemic crisis. It offers a new interpretation of how individual and contextual factors impact career choices, shaping the career management attitudes of fresh graduates in the post-pandemic era. The empirical findings also give valuable insights into higher education institutions, organizations and government authorities in Malaysia to develop relevant interventions to assist undergraduate students in their career choice exploration.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and interest.

The research approach consisted of mixed methods, including content analyses and descriptive statistics.

The curricular program successfully included all four of the US National Academies of Sciences' design features for promoting interest and motivation through scientific investigation and engineering design. During interviews, teachers and students expressed evidence of design features associated with interest and motivation. After experiencing the program, more than 60% of all students scored high on all four science and engineering meaningfulness and interest survey items.

A curricular program that extends science learning through the engineered design of solutions is an innovative approach to foster both conceptual knowledge development and interest and motivation in science and engineering.

This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.

Rooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.

The impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.

The project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.

The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions. Specifically, the study empirically tests whether the anticipated financial returns to entrepreneurship versus salaried employment, or the perceived barriers to entrepreneurship exert a stronger influence on the relationship between gender and entrepreneurial intentions.

To test the relationship of anticipated rewards versus barriers to entrepreneurship on gender and entrepreneurial intention, the study uses new data from a field survey in Sierra Leone and employs multiple mediation analyses.

The authors find that the relationship between gender and entrepreneurial intentions operates through the mediator of perceptions of the financial returns to entrepreneurship but not perceived barriers to entrepreneurship.

The authors study intent, not behavior, acknowledging that cognitive intent is a powerful predictor of later behavior. Implications for future research on entrepreneurship in the African context are discussed.

The results from this study can be applied to both pedagogic and business settings in the field of entrepreneurship, with concrete implications for policymakers.

Results suggest that the gender gap in entrepreneurial intentions (EI) for science, technology, engineering and mathematics (STEM)- and business-educated students in Sierra Leone is predominantly influenced by anticipated financial returns to occupational choices, as opposed to perceived barriers to entrepreneurship, a more frequently studied antecedent to EI.

The choices that international students make regarding abroad study destination selection or leave the host country after graduation are influenced by a variety of factors that are both related to positive and negative aspects of the host country.

This study builds on the push-pull factor theory and examines the factors that influence international students' decision to choose abroad study destination (Finland) or leave the country after their graduations. The data were collected through an online survey of 195 international students currently studying in Finland and were analysed using partial least squares structural equation modelling (PLS-SEM) technique. This method offers a flexible and robust approach to test relationships, particularly in situations where sample size and the conceptual model are small and complex.

The results show that international students' choice of study destination (Finland) is influenced by the host country's quality of life, academic excellence and economic factors such as salary and benefits. Unfamiliarity with the culture and language barriers have a negative impact on their decisions to stay in the host country after graduation.

By utilising a comprehensive analysis of both push and pull factors in relation to the host country, this study unveils a novel perspective in the field of international student mobility. The results provide insights to the institutional leaders and policymakers into how to attract and retain international students by focusing on the factors that matter most to international students. To attract more international students, higher education institutions (HEIs) should include career development activities, e.g. job fairs, language training, scholarships and internships in their curriculum. Moreover, it provides recommendations on how to create a welcoming and supportive environment that promotes academic excellence and career development.