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The purpose of this study is to examine the effect of technical skills, soft skills and social mobility skills on the perceived employability of Malaysian undergraduates in energy-focused universities. This study also aims to investigate the moderating effects of academic performance on such relationships.

To accomplish these objectives, this study employed partial least squares-structural equation modelling (PLS-SEM) to analyse data obtained from 247 Malaysian undergraduates from public and private energy-focused universities across Malaysia. The Human Capital Theory served as the overarching theoretical framework for the study.

The study reveals that even if an undergraduate has stellar grades, they will not help him/her to land a job if they lack basic technical and computing skills. This study also indicates that undergraduates’ current academic performance affects their perceived employability despite already possessing the necessary soft skills. Along with academic performance, social mobility skills can be a determining factor in how graduates see their own employability. This is because social mobility has a significant impact on graduates’ chances of finding gainful employment.

This study provides insights into how technical skills, soft skills and social mobility skills influence the perceived employability of Malaysian undergraduates, especially in energy-focused universities, and the role of various parties involved. These parties, such as higher education institutions, are the key players that can initiate strategies to enhance specific skills and steer a public conversation towards a more methodical strategy for boosting graduates’ employability for future employment. This research also sheds light on how to better prepare for emerging job opportunities in the energy sector.

The study examines the effect of technical skills, soft skills and social mobility skills on the perceived employability of Malaysian undergraduates in energy-focused universities for future employment among Malaysia’s universities’ graduates. By providing a multidisciplinary viewpoint, this study paves the way for future research partnerships among experts in higher education, researchers in related fields and career researchers.

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a common conceptual approach that identifies the dimensions of wellbeing and then provide an overview of literature that both addresses and imagines the wellbeing with students, faculty, staff, leadership, and institutional levels in mind. Finally, the authors will proffer that there is a need for agentic moral imagination to sustain and progress the cause of wellbeing in higher education.

Introduction: The idea of sustainability has become increasingly popular across many industries. To meet the demands of the present without compromising the capacity of future generations to meet their requirements, sustainable organisations prioritise integrating environmental, social, and economic aspects into their operations.

Purpose: To analyse the inter-relationship between sustainable organisations, high-potential employees (HPEs), and blended learning (BL) effectiveness. Organisations can gain a competitive edge, spur innovation, and contribute to a more sustainable and inclusive future by incorporating sustainability into their operations and offering sustainable workspaces.

Design/methodology/approach: This research approach offers a thorough understanding of the connections between sustainable organisations, HPEs, and workspaces by combining a literature review of 77 research papers, case studies, and surveys.

Findings: The dedication to sustainability draws high-potential workers and environmentally aware customers who favour supporting socially conscientious businesses.

Practical implications: The study provides valuable implications and suggestions for businesses looking to improve their sustainability and recruit top talent. These proposals should include the techniques for integrating sustainability into organisational culture, employee engagement programmes, talent recruiting and retention tactics, and designing environmentally friendly workspaces.

Originality/value: This research approach offers a thorough understanding of the connections between sustainable organisations, HPEs, and workspaces by combining literature reviews, case studies, surveys, interviews, and data analysis.

The purpose of this study is to evaluate the impact of a 10-week positive psychology course on college student stress, anxiety, self-compassion, resilience and health behaviors.

This study implemented a 10-week positive psychology program that included ten one-week modules. Each module consisted of a reading on a given positive psychology topic, a guided learning slideshow, a video to reinforce topical understanding and individual reflection or application exercises. Participants completed pre and postintervention measures, including the perceived stress scale, generalized anxiety disorder-7, self-compassion scale, brief resilience scale and wellness behavior inventory.

A total of 48 students consented to participate in the study, of which 35 completed the 10-week positive psychology online intervention as well as the pre and postsurveys (27.1% attrition rate). There were no statistically significant differences between pre and postresponses for any of the outcome scales. However, there was a trend toward a decrease in perceived stress and generalized anxiety, as well as a trend toward an increase in self-compassion and health behaviors from pre to posttest.

The main limitation of this study was design and sample size. Although it was a pilot study, future research should consider a randomized control trial, including pre and postevaluation and blind comparison group. Finally, this intervention was only implemented in the online, asynchronous format. Future research might consider comparing face-to-face, asynchronous online and synchronous online modalities.

Future implementation should include a more rigorous design, such as a comparison group with randomization as well as a larger sample size.

Given the previous effectiveness of positive psychological interventions on health behaviors, continued research may use direct measures of health behavior engagement throughout the intervention (Biber and Ellis, 2019). This study provides other researchers and practitioners with a model for utilization with middle, high and university students.

This study used open-access content that was free of charge to students to promote positive mental health and health behavior change.

India has witnessed a significant surge in internet users in recent years, creating an ideal environment for E-entrepreneurship. With the rise of E-commerce and the growth of the digital economy, there is tremendous potential for online businesses in developing nations. Our study outlines the behavioral, cognitive, and environmental aspects shaping students' E-entrepreneurial intentions (EEI).

Our study incorporated structural equation modeling (SEM), social cognitive theory (SCT), and entrepreneurial event model (EEM) to evaluate the EEI of 460 students from India's top five engineering institutes. The direct and indirect linkages in the model were examined by employing mediation and moderation analysis.

Our findings reveal that behavioral, environmental, and cognitive factors facilitate evaluating feasibility, further igniting students' EEI. The cognitive factors and E-entrepreneurial feasibility (EEF) mediate the relationship between the underlying constructs. Furthermore, financial resource availability (FRA) strengthens, and loss aversion bias(LAB) weakens the linkage between EEF and EEM.

The study's findings may benefit online innovation communities, potential technopreneurs, financial institutions, and policymakers in improving the entrepreneurial ecosystem.

The study integrates psychological and sociological perspectives to understand the key facilitators of EEF and EEI. The study combines SCT and the EEM by appending crucial constructs such as FRA and LAB to broaden the horizons of EEI.

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

Vocational education and entrepreneurship are constantly increasing in research fields. However, what is the current state of vocational education and entrepreneurial research? Where will the area go next? These questions are still unanswered; thus, this study tries to map the research landscape of the study area to get insights and provide directions for future research.

This research collected extant literature on vocational education and entrepreneurship using Scopus scientific database. Bibliometric analysis has been performed to extract insights from 175 documents published in the study area. Content analysis on the extant literature has also been committed to getting contextual information and developing an integrated research framework for future researchers.

The bibliometric analysis revealed that training, career choice, curriculum, self-employment, student psychology, better job opportunity, learning environment and innovation are the most discussed in the vocational education and entrepreneurship literature. Developed nation’s strong presence, indicated by the number of publications in the field.

This study significantly contributes to entrepreneurship by disclosing advances in the literature and some of the most active research fronts in this sector, delivering insights that have yet to be wholly appreciated or appraised. The study also developed an integrated framework that could benefit various vocations, education and entrepreneurship stakeholders.

This paper aims to provide insight on internal Shariah audit change process in Islamic banking institution using sociology of translationin and the identification of specific Islamic legal maxim (ILM).

This paper gathered findings using qualitative approach where a single case study was selected. The study began with a preliminary study to assist the selection of the case study and later two phases of interviews done at the institution selected as the case study.

This paper has provided insights into the internal Shariah audit practices change using sociology of translation that incorporated ILM as the basis to strengthen the Islamic banking operations by achieving maqasid al-Shariah (MS). The findings of this paper provide distinguished insight on internal Shariah audit change process and ILM. The significance of this study is that a new contribution through exploring the viewpoints of the perception that satisfying the minimum legal requirements of Shariah compliance may not be sufficient for proper Shariah audit in IBIs. Therefore, the existence of ILM within a change process serves as a basis for best practices to be able to achieve MS through the means (wasa’il) used in realising IBIs’ objectives.

The application of ILM to internal Shariah audit change process that would guide Muslim auditors to be in line with Islamic principles. This paper focuses on the application of ILM to the Shariah audit practices changes as ILM embodied ethical value to the general concept of maslahah (well-being) under MS in the period of post-COVID-19.

Drawing on the perspectives of cultural capital theory, this study investigated the impact of international internships on the performance of Japanese undergraduates on the Test of English for International Communication (TOEIC) using a between-group pretest-posttest experimental design.

Students participating in international internships were compared to their counterparts in a noninternational internship control group. Using TOEIC data collected in June 2019 and September 2019, we performed t-tests and estimated a difference-in-differences model with propensity score matching to measure the impacts of participation in international internships, students’ demographic information, family socioeconomic status, and independent learning characteristics.

The study showed that students’ participation in international internships and independent learning activities had significant effects on TOEIC performance. The findings of this study also indicate that in addition to the effects of international internship experience and independent learning on students’ English performance, learner learning behavior may be important for improving students’ performance.

This empirical research provides meaningful insights for parents, educators, and researchers not only in Japan but also in a broader context in which international internships and independent learning activities have a crucial impact on student performance. It also sheds light on our understanding of the role of activities conceptualized through the lens of cultural capital in educational stratification.

This study elucidates the association among cultural capital theory, international internships, and students’ linguistic achievement and makes an important contribution to the broader conceptual literature.