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The current expansion of the knowledge economy and its requirements of highly educated workers make interesting to analyse the effects on the labour market outcomes of completing a master's degree. This study examines the factors determining the probability of pursuing a postgraduate programme and observes whether workers reaching this educational attainment reap the benefits of their human capital investment through better paid jobs compared to college-only degree holders. On the other hand, it analyses whether individuals with a master's degree are more prone to upward wage mobility.

The study relies on data obtained from the second survey on the Labour Insertion of University Graduates conducted by the National Statistics Institute (INE, 2019). This survey allows us to observe labour market transitions of the first group of Spanish university graduates under the European Higher Education Area (EHEA) and their earnings. The methodological procedure consists of the estimation of wage models controlling for the unobservable differences between workers who have or have not completed a master's degree.

The results indicate a significant positive impact of master's degree on salaries. Furthermore, individuals with postgraduate studies are more prone to upward wage mobility in comparison to college-only degree holders.

Data used does not allow us to identify which competences associated with the completion of a master's degree are more remunerated by employers.

The econometric specification applied allows us to compute the direct effect of a master's degree on wages and predict the average probability that an individual is in a determined wage interval according to the knowledge area and controlling by the rest of characteristics.

The findings are helpful to diagnose and understand how the knowledge acquired through postgraduate studies are rewarded by the labour market, which is essential to evaluate the return on educational investments when making decisions about whether or not to continue postgraduate studies.

This research addresses novelty aspects on tertiary education in Spain and its effects on workers' careers.

This paper examines the in-depth relationship between religious beliefs and individual social class mobility expectations in China.

The data used in this article are mainly from the China Comprehensive Social Survey in 2010 (CGSS2010). Compared with other years' CGSS data, CGSS2010 includes a module on religious topics, and the questionnaire information related to religion is more comprehensive and suitable for in-depth analysis.

The results show that religious beliefs have a significant positive impact on personal social class mobility expectations. Based on the principle of diminishing marginal returns on capital, the positive impact of religious belief on the expectation of individual social class mobility is more significant in groups with nonagricultural household registration, higher education level, older age and better family background conditions. However, with the further improvement of family background conditions, this positive impact begins to weaken. In addition, possible channels of action include prejudice effects, psychological effects, individual capital effects and social capital effects. The results of other effects are positive except for the prejudice effect. Overall, religious beliefs, as one of the important components of contemporary Chinese culture, have a positive significance for the “Chinese Dream”.

There is also little literature globally that provides an in-depth analysis of the relationship between religion and economic development. Studies have led to an understanding of the relationship between religious beliefs and individual social class mobility expectations. But it is unclear whether theories developed based on Western spiritual experience will be applicable to China or not. The authors have tested for China.

Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

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.

Scholarship on America’s K-12 economics curriculum reveals an inattention to many harmful economic realities, specifically wealth inequality. Critics of the present curriculum posit that its emphasis on out-dated concepts and models ignores crucial elements of reality that impact economic interaction and identities. In response to the dominant economic paradigm and methods, this practitioner-focused paper discusses an economically pluralist, pedagogically critical approach to interrogating destructive economic realities. It details how three social studies classroom simulations based on the board game Monopoly may be integrated with certain informational texts to explore economic factors that contribute to America’s unique form of wealth inequality.

This paper describes wealth inequality in America and rationalizes the need to make this social problem a focus of study in the secondary social studies classroom. First, I survey the present curricular apparatus of K-12 economics education and then argue for a pluralist approach that expands the curriculum’s dominant neoclassical paradigm. Connecting economic pluralism to critical citizen education, I draw upon emerging critical economic citizen education scholarship to explain attendant pedagogical and instructional approaches. The described lesson builds upon a tradition of Monopoly simulations, is rooted in critical citizen education pedagogy and aligns with Soroko’s (2023) critical economic literacy framework.

This paper progresses the curricular movement of economic pluralism through its critique of America’s current K-12 economics curriculum that does not focus on immediate, lived social problems. It further defines critical economics, citizenship and pedagogy, then details an instructional practice that employs critical disciplinary tools to investigate contributing factors of American wealth inequality.

This paper contributes to the growing field of pluralist economic perspectives and pedagogies. Specifically, it enriches understanding of critical economics citizenship education by further defining attendant pedagogy and explaining Monopoly as an instructional tool for critical economics citizen education. Previous works have discussed Monopoly’s utility for teaching various concepts within the social studies disciplines. This simulation lesson is unique in its instructional approach that merges simulation experiences with certain informational texts to cultivate critical economic knowledge of American wealth inequality and critical economic skills for critiquing and transforming oppressive economic realities.

Set within the context of International Financial Services (IFS), this research aims to considers the demographic profile of IFS apprenticeship candidates in relation to gender equality and social mobility in Ireland. This study also offers valuable insights as to the gendered nature of these “new” apprenticeships and examine whether these programmes provide opportunities for social mobility.

Implementing a quantitative approach, underpinned by a positivist stance, this study analyses Irish national apprenticeship data relating to IFS programmes (n = 1118). Non-parametric tests were applied in the analysis of the gender dimension, while to analyse social mobility, the socio-economic status and spatial profile of candidates were compiled and analysed using the Pobal HP Deprivation Index (SA).

The findings revealed more women are undertaking non-traditional apprenticeship programmes as compared with traditional craft apprenticeships. Within the IFS context, while female participation was seen to be growing, gender divergence was observed in terms of programme level, with a greater number of men, as compared with women, engaging in higher-level degree apprenticeship programmes. The findings also show that IFS apprentices are primarily from socio-economic areas that are above average. This trend indicates a distinctive candidate who is more aligned with the sectoral profile of IFS than that of traditional apprenticeship programmes. Such findings reveal that the “widening participation” aim of IFS apprenticeships is not yet fully realised with issues of gender inequality and social mobility persistent within the wider IFS sector.

This study provides an important dimension to both academic and practitioner literature concerning apprenticeships. To date, there has been a proliferation of publications concerning the beneficial impact of skills and vocational-led apprenticeships. However, limited attention has been directed to non-traditional apprenticeships and even less still within the setting of IFS. This research initiates the process of addressing that gap within an Irish context. This study also adds to the existing apprenticeship discourse regarding issues of gender and social mobility by examining the gendered nature of IFS apprenticeships and well as assessing whether these apprenticeships aid social mobility.

Since the 1970s and 1980s, subsequent waves of so-called ‘new immigration’ have arrived in the United States and Europe. In the United States, this immigration started with the arrival of immigrants and asylum-seekers from Mexico, Central America and Asia. In Europe, the trend began with the influx of Turkish and Moroccan immigrants and continues today with the ongoing refugee crisis. Anti-immigrant politicians on both sides of the Atlantic have adopted exclusionary and often xenophobic rhetoric to further their policies, arguing that these new immigrants and their children cannot assimilate into Western society. A literature review reveals why the classical linear theory of second-generation assimilation is no longer relevant and proposes the contemporary segmented assimilation and comparative integration context theories developed by US and European researchers. A presentation of the findings of two state-of-the-art studies – the CILS project for the United States context and the TIES project for the European context – provides empirical evidence that, despite undeniable obstacles, the new second generation can assimilate into Western education systems and labour markets. Nonetheless, gaps in the existing literature also suggest the need for further research to create a more generalisable theory of second-generation assimilation before appropriate policy measures can be implemented.

To date, research on migration and entrepreneurship has rarely focused expat-preneurs. Based on recent developments in both fields, this paper aims to investigate the under-researched phenomenon of Chinese self-initiated expatriates who choose to temporarily live and do business abroad on their own volition.

To address this research gap, 15 in-depth semi-structured interviews with Chinese expat-preneurs living in Portugal were conducted, exposing their narratives about their multiple challenges.

The findings corroborate the theoretical need to look beyond narrow economic explanations for why individuals engage in transnational entrepreneurship and entrepreneurial itinerancy. A collective identity and ethnic community are important because they influence how opportunities are identified and pursued.

This is a qualitative and interpretative study in a limited geographical area, which does not intent to ensure generalizability. More research is needed to further understand the phenomenon of entrepreneurial itinerancy in Europe and among other ethnic communities.

The findings provide insightful inputs to Portuguese policymakers and locals on how to support ethnic entrepreneurship. Chinese expat-preneurs also benefit from understanding how to strength their ethnic social ties in connection with local communities.

This study contributes to the entrepreneurship and international mobility literatures by providing new insights into the nature and dynamics of Chinese “expat-preneurs”, including their entrepreneurial itinerancy, necessary to properly understand entrepreneurs’ diversity and assist in extending transnational entrepreneurial theory.

Goa, a tiny state located along the western coast of India, is rich in cultural heritage and biodiversity. It boasts of a good network of roads and also some rustic experiences. However, the entry of new technology in terms of transport is difficult due to the strong links of people with nature and the desire to retain the natural setting for future generations. Thus, the devices or machines must also be resilient and sustainable in the long run. Good governance and infrastructural support can work wonders in the long run if this is supported.

Conversely, smart mobilities must be powered up through hydro, wind, solar, hydrogen, coal and lithium batteries. While the former four are ideal as they are renewable, the latter, which is coal-generated energy and lithium batteries, can deter nature as they have a large carbon footprint. While hydrogen if created through green systems will be more feasible and can be more sustainable to run electric vehicles (EVs). To top it up, the start-up India mission also has played a significant role in helping smart mobilities businesses to thrive in India. Therefore, the need to adopt smart mobilities dependent on green energy is important for this sector to succeed. This chapter also enlightens the reader through a case study about how BLive, an Indian EV start-up introduced smart mobilities in Goa, their mode of implementation, operations and challenges faced.