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In light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).

Drawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.

This paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.

While the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.

The paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.

By focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.

The purpose of this study is to predict the extent to which sociodemographic factors and forms of instruction influence university students' emotional experiences of distance education. The need for this research is in designing effective pedagogical methods and educational policies for distance or online education in comparison with studies from international university settings.

The research was carried out on an empirical basis using the binary logistic regression method. Data were collected through a questionnaire. A total of 569 respondents participated in the research. The effect of gender, level of education and students' preferred form of teaching (face-to-face or online) on their emotional experience of distance education was predicted.

University students are particularly vulnerable to psychological distress due to the COVID-19 era of distance education. Women are more likely to experience negative feelings about distance education than men. The negative feelings of students are caused by online education. Bachelor's students are more likely to experience negative feelings due to their lack of digital competence.

This study extends existing knowledge in terms of approaches to working with specific groups of bachelor's students in distance education. This area has not yet received such attention in universities. This fact makes this study to be original. The study has practical implications for the field of educational quality assurance for digital pedagogy.

Many colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.

Utilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.

The four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.

Based on these productions and provocations of the phenomenon, implications for leadership educators are provided.

This inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.

Graduate students employed in graduate teaching and research assistantship positions have a unique experience of the institution because of their status as student-employees. Graduate assistants (GAs) face specific challenges around their well-being as they navigate various relationships and environments throughout their educational trajectory. The purpose of this study is to examine the specific workplace challenges GAs experience and their overall effect on GA wellbeing.

This research study examines graduate assistant responses from 12 US research universities to the Faculty Survey of student Engagement for Graduate student Instructors survey. This study’s analysis examined the open-ended responses (n = 493) at the end of the survey that asked participants for additional comments regarding their departmental and/or institutional experiences. Three waves of coding were implemented by the authors to identify common themes and areas of concern on GA working conditions.

The findings led to the creation of a concept map on GA working conditions that include three main components: contextual factors, stress and well-being and competing tensions. Within each component are subthemes related to social identity, funding, campus climate, time and priority concerns and assistantship structure and support. The map demonstrates the enmeshed connection across areas.

Findings suggest institutional investments through programming, system-level changes and interpersonal support to improve GA working conditions and their well-being.

Research on GA experiences with working conditions and well-being in a US context is limited. This study is valuable because many graduate students who occupy graduate assistantships are asking for increased pay and benefits at their institution. Graduate assistantship labor organizing is occurring alongside institutions’ focus on improving health outcomes for graduate students.

This study aimed to investigate the influence of the perceived quality by students regarding their experiences in vocational schools in tourism, hospitality and food service on cognitive and affective responses (satisfaction, self-efficacy expectations and self-regulation strategies of motivation for learning - SRSML) and commitment (behavioural response).

A cross-sectional survey was conducted with 454 students from twelve Turismo de Portugal IP-affiliated schools. The theoretical framework was rooted in Self-Determination Theory (SDT) and PLS-SEM, using ADANCO 2.3 software to test the proposed model.

Perceived quality by students concerning their school experiences are socio-contextual factors that directly influence their satisfaction and self-efficacy expectations (cognitive and affective responses). Satisfaction and self-efficacy expectations positively affected SRSML. Finally, satisfaction and the SRSML positively impacted the students` commitment to schools (behavioural response).

This study contributes to academia by comprehensively addressing 16 perceived quality dimensions within vocational education. It aligns with SDT, revealing that socio-contextual factors affect students’ cognitive, affective, and behavioural responses. Additionally, it demonstrates positive relationships between student satisfaction, self-efficacy expectations, SRSML, and students’ commitment to vocational education institutions. This study emphasises the multidimensional nature of perceived quality, urging educational institutions to address tangible and intangible dimensions to develop strategies to provide high-quality experiences, increasing students` satisfaction, self-efficacy expectations, motivation, and commitment.

This paper aims to examine how doctoral students in education and applied linguistics fields successfully navigated graduate writing demands by participating in a support community that catalyzed writing productivity, peer mentoring and feedback. Guiding graduate students’ writing processes based on scholarly interests and providing peer support are vital to scholarly productivity and transition into academia.

Following a collaborative analytic autoethnographic case study design (Adams et al., 2022; Chang et al., 2013), the authors narrated major events that impacted their writing and publication experiences. The authors visualized their entire doctoral writing experience based on the frequency of writing events that contributed to writing productivity. In data triangulation discussions, the authors reflected on writing experiences.

Findings show that the support community alleviated individual struggles associated with writing a dissertation and high-quality papers. Key factors contributing to scholarly growth included nonevaluative peer support, feedback and shared academic resources. Writing within the periphery of faculty research and predominantly focusing on doctoral milestones led to individual scholarly interests being overshadowed. Without structured guidance, doctoral writers may develop initiatives to alleviate individual struggles and meet academic writing demands in the disciplines.

The authors recommend including structured guidance on developing writing productivity and a personal research agenda in the early stages of the doctorate.

This study offers unique examples of how a student group supported writing productivity and socialization into the academic community. It illustrates the multifaceted nature of academic writing influenced by faculty–student relationships, peers and individual initiatives. This paper provides doctoral writers and graduate programs with examples of accomplishing academic publishing goals.

This study explores the extent of undergraduate students' engagement in interdisciplinary learning experiences across their academic journey and its potential correlation with elevated levels of self-efficacy in learning. Furthermore, the research investigates how the clarity of career decisions and future goals contributes to the perception of relevance, value and alignment of interdisciplinary learning experiences among undergraduate students.

Data were collected using a self-report questionnaire in a longitudinal survey administered annually to undergraduate students at a university in northern Taiwan over four waves from 2018 to 2021. The sample analyzed for this study consisted of 123 undergraduate students who willingly and continuously participated in the research throughout the specified period.

The results showed that self-efficacy within interdisciplinary learning experiences could be classified into three clusters: high efficacy, moderate efficacy and fluctuating efficacy. The determinants influencing these clusters include career decisions and years spent in university. Undergraduate students who have determined their career decisions and are in their latter two years of undergraduate studies demonstrate higher self-efficacy in interdisciplinary learning. Conversely, students who have yet to determine their career decisions exhibit a fluctuating pattern of self-efficacy across the three interdisciplinary learning categories.

Two key limitations of this research include a small sample size and a confined university-specific context, potentially constraining the applicability of the results to a broader population.

This study contributes to the interdisciplinary learning experience in higher education by explaining the significance of undergraduates' self-efficacy and career-related factors. Whereas most research has focused on the effects of self-efficacy, this study investigated the factors that influence undergraduates' self-efficacy.

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence).

The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview.

Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students.

The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.

This exploratory research aims to unravel how Chinese international students form their decisions regarding the school-to-work transition (sometimes also referred to as the university-to-work transition) when studying abroad.

The authors use the concepts of school-to-work transition and cultural approaches to investigate how Chinese graduate students make career decisions to navigate the school-to-work transition in the context of international mobility. The authors' empirical study is based on 30 semi-structured interviews conducted with Chinese graduate students studying in the Netherlands.

The authors discovered four patterns with two major subgroups among Chinese students studying in the universities in the Netherlands based on their initial intentions: return-return, open-return, open-stay and stay-stay. These patterns made sense when navigating the school-to-work transition: participants experienced varied international experiences, cultural perceptions and acknowledgment influences when enhancing employability and shaping their career decisions. Participants in the return-return and stay-stay groups indicated strong resilience and consistency in achieving their goals and strongly focused on long-term objectives. However, participants' open-return decision demonstrated a thoughtful alignment of personal goals and knowledge of the possible beneficial influence they may have in their home country. Open-stay participants utilized the overseas study opportunity to finalize their decisions and increase their employability in the local labor market, thereby creating a transition from university to work in the host country.

The authors highlight the way Chinese graduate students manage their international experience and provide novel insights into the role played by the cultural characteristics of their home country and host country.

Reflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.

This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.

The findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.

The results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.

This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.