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The purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy.

The data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria.

The qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy.

The study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting.

This exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says.

This study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research.

Although microfinancing is considered a key tool for fostering women's entrepreneurship development, there is growing concern regarding the impact of loan repayment strategies on the mental health of women entrepreneurs. This study seeks to unravel the implications of microfinance loans on the mental well-being of women entrepreneurs.

A carefully structured questionnaire was distributed to a purposive sample of one hundred women entrepreneurs in Lagos State using a mixed-method research approach. Also, interviews were conducted using an interview guide, which directly mirrored the questionnaire administered to five focus groups within Lagos State.

The study found that loan repayment and recovery strategies positively and significantly impact women entrepreneurs' mental well-being, with psychological distress serving as a measure for measuring mental well-being. Additionally, other factors such as the number of dependants and household headship trigger psychological distress, while age in business was associated with a reduction in psychological distress.

This study contributes to the existing literature by delving into the psychological implications of loan repayment strategies on the mental health of female entrepreneurs in Lagos State, Nigeria. Furthermore, it employs a triangulation research approach to validate questionnaire responses through focus group discussions.

The positive correlation between students’ internship and employability is well documented. However, there is no consensus on its relationship with academic performance. Previous studies investigated the Bachelor level: in the UK, the so-called sandwich placement is positively correlated; in the US, the results are mixed. This study aims to expand the scientific literature and focuses on Politecnico di Torino, Italy: the cases of the Industrial and Management Engineering Bachelor (BA) and Master of Science (MS) degree programs are examined.

The academic performance of 2,279 BA students and 2,560 MS students graduated between 2016 and 2021 is examined. Ordinary least square models are employed to test the relationship between grades and internship, controlling for ex ante academic scores, gender, age and geographical origin.

The results show a small robust negative correlation between internship and grades, especially at the bachelor level, where potentially a self-selection occurs. At the master level, the negative relationship is significant but very small and might be partially determined by the marks of the exams substituting the internship.

This study contributes to the empirical research on the relationship between students’ grade and internship and suggests the presence of complementarities in several ways: the Italian context, characterized by an optional internship is examined, both at the BA and MS level. Universities that intend to organize internship as overlapping with lectures and exams should be cautious, especially when considering the BA level students, whose maturity and skills are less developed than MS ones.

Research internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.

This study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.

The results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.

This tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.

There is evidence of country-level contextual variations regarding the benefits of practical experience acquired by students during higher education. This paper, therefore, analyses the benefits of student internships in the Ghanaian context.

In Study 1, two structured but distinct surveys were distributed to senior members and students of six specialised technical education institutions (TIs). Study 2 involved in-depth interviews with the heads of organisations in the tertiary education sector, including trade groups, industries and government agencies.

Internship provides soft skills, confidence, career development, sense of responsibility, employability, income, knowledge sharing and networking for students/interns. For TIs, it contributes to the professional development of faculty supervisors and helps them to update the content they teach. For employers, it unveils talented and promising students who can be employed immediately after graduation at a relatively cheaper cost.

There is still the need for additional research in different contexts: both developed and developing economies to clear doubts on the controversies surrounding the relevance of internship in the 21st century.

TIs should continue to champion student internship programmes. This study highlights the need for employers to place internship students in areas that relate to their fields of study. It also underscores the need for students to embrace internship since it is the cornerstone to their employability in the labour market.

Undeniably, student internships provide a critical platform for career beginners.

This paper contributes to knowledge by offering contextual literature in Ghana on the benefits of student internship programme for interns/students, TIs and employers, all together.

The effect of vicarious learning during clinical or medical internships on graduates' adaptive career behaviours has attracted scant attention from healthcare researchers, particularly, in the developing world context. Drawing upon the social cognitive career theory model of career self-management (SCCT-CSM), the current study examines how vicarious learning influences the clinical graduates' adaptive career behaviours (i.e. career exploration and decision-making) via career exploration and decision-making self-efficacy (CEDSE) and career intention.

Data were collected from 293 nursing graduates undertaking clinical internships in 25 hospitals across Nigeria who willingly participated in this study as they were also assured of confidentiality at two-waves. The proposed hypotheses were tested using a path analysis.

The findings showed that vicarious learning during clinical internship had a direct effect on career exploration, decision-making and career decision self-efficacy among graduate trainees. Also, the findings revealed that the effects of vicarious learning on the graduates' career exploration and career decision-making were significantly mediated by career decision self-efficacy and career intentions.

The findings of this study have important practical implications for higher education institutions and industries that send and receive clinical graduates for clinical internships to gain more skills. More emphasis should be on encouraging learners to learn vicariously in addition to other forms of learning experiences available during clinical internships.

The study explains that the graduates' higher engagement in clinical career exploration and decision-making was based on a higher level of vicarious learning during internships. The results suggest that higher education institutions and healthcare service providers can derive greater benefits from more emphasis on promoting vicarious learning during clinical internships.

This paper is part of the ERASMUS+-funded Strengthening University Enterprise Collaboration for Resilient Communities in Asia (SECRA) project. This study aims to map collaborative architecture between partner universities and the public/private sectors to provide a contextualised collaboration framework for disaster resilience (DR) in South-East Asia.

Documentary reviews were conducted in partner countries to establish the current context of university enterprise collaborations (UEC) in South-East Asia. A concept-centric approach permitted the synthesis of concepts from each country review, allowing for comparisons between collaborative practices that impact the success of DR collaborations.

The review identified that funding, continuity, long-term strategic plans and practical implementation are lacking in partner countries. However, each country demonstrated good practices and identified enablers and barriers that impact DR collaborations.

The synthesis revealed a lack of a practical understanding of real-world barriers. Further research is needed to understand real-world experiences in DR collaborations and to provide insights into barriers, enablers and good practices in DR collaborations. Gaining an “on-the-ground” perspective will provide detailed insights and the feasibility of implementation.

The findings provide the foundations for developing a heuristic UEC framework that can inform policies and practices for DR in partner countries.

The findings can inform various stakeholder policies and practices and promote the exchange of ideas between stakeholders to enhance DR in South-East Asia.

The results are relevant within the South-East Asian, as governments have intensified the adoption of measures to encourage UEC for DR.

Prosperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with entrepreneurial competencies and flexibility in the assessment of their progress in gaining knowledge. The innovativeness of the higher education system is not always reflected through optimal educational content, innovative study programs, skills improvement, assessment methods, etc. The study aims to analyze and evaluate how selected internal factors, reflected in organizational support for innovativeness of HEIs, and external factors reflected in government support for innovativeness of HEIs determine the innovativeness of HEIs, as one of the key determinants of economic prosperity.

The authors analyzed three facets of higher education innovativeness, i.e. graduates' employability, entrepreneurial competencies and new ways of assessment. The sample included 664 students from the University of Kragujevac, Serbia, and the University of Maribor, Slovenia. The authors applied structural equation modeling (SEM) to examine relations.

The results clearly show that in order to become the driver of development in emerging economies, universities must act in different directions, focusing on different organizational drivers of innovativeness, such as academic autonomy of teachers, student participation in curricula design, enhancing new ideas and compensation system, provide resources etc. Organizational support and government for innovativeness of HEIs affect students' entrepreneurial and social skills, creative thinking, leadership, interactive competencies and knowledge-skill-attitude. Assessment tasks and associated learning should be redesigned to enable students to be involved in the evaluation of their work.

The study strives to reduce the research gap identified in the field of researching the drivers of innovativeness in higher education and offers implications for emerging markets regarding various factors that determine the innovativeness of HEIs and consequently contribute to fostering innovation and entrepreneurship in emerging markets. Originality derives from the fact that even though the authors have explored HEIs in Serbia and Slovenia, the results are fully transferrable to other former socialist states, considering their similar socio-economic and educational background. Results of this research complement the understanding and provide new knowledge for further development of innovativeness in HE.

The methods and procedures in which teachers are trained and supported are rapidly changing. While the COVID-19 pandemic undoubtedly disrupted education and exacerbated a growing teacher shortage, these problems are not new, they stretch back decades and are the result of underfunding and political machinations among many other factors. This paper is a case study of a small private university and how it transitioned to supporting employed interns and providing on-the-job-training and support for these types of interns in this volatile time for teacher education and preparation.

This paper is a case study. The paper chronicles how the initial certification department within a larger school of education was able to transition to meeting the needs of employed interns and supporting them.

The most important findings for this case study/examination of practice, while not necessarily generalizable, were the creation of a culture, attention to implementation and the fostering of a learning organization.

The teacher shortage forced the university in this paper to change its offerings, assumptions and culture with regard to interns and their needs. While this was unique to one institution, other institutions are most likely in similar situations.

This paper aims to identify and classify the parameters that construct the input, processes, output, productivity and outcome variables that affect performance. These parameters are used in the evaluation model to measure research performance in universities so that they can be used as the basis for making leadership policies both at the national and institutional levels.

The design of this research is a quantitative research method using a survey questionnaire that was sent to the heads of research institutions at universities in Indonesia. To obtain these parameters, a test for determining the value of the loading factor was used.

The authors found that input variable parameters consisted of 10 parameters; process variable consisted of 22 parameters; output variable parameters consisted of 8 parameters; productivity variable consisted of 4 parameters; and outcome variable parameters consisted of 10 parameters.

One approach to obtain parameters is through systems theory, where every element that makes up the organization contributes to the achievement of goals. This study attempted to develop parameters in the performance appraisal model of systems theory-based research institutions that are adapted to trends in the direction of research in universities. These parameters are based on aspects of input, process, output, productivity and outcome.