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The chapter argues that implementing a professional writing program in universities can help students build expertise, confidence, and a strong professional portfolio that can advance their future careers to greater heights. This is achieved through a curriculum directly connected to the industry of the students' disciplines, expert instructors providing extensive feedback, and tips to transform ideas and knowledge into professional writing pieces. Additionally, the chapter highlights the importance of students gaining a comprehensive understanding of communication, being aware of the benefits of professional writing, and having hands-on experience through active engagement in the learning process to improve their craft. The chapter emphasizes that transformative learning implemented through strong writing and communication skills are highly valued by all industries seeking job candidates.

Finally, the chapter provides a strategy for improving students' employability by implementing a professional writing program in universities, which is based on the understanding of the changing career demands and the importance of communication and writing skills in all industries seeking job candidates.

While there are many guides available on how to construct academic texts, the actual experience of writing can often remain unspoken. In this chapter, I share my personal experience of academic writing in entrepreneurship research, including the enabling and constraining aspects. My aim is to make academic writing more visible and encourage open discussion about this important activity. I approach academic writing as a comprehensive experience, encompassing various dimensions such as embodied, emotional and social aspects. I reflect on the influence of my body, physical conditions, emotions and writing habits on my writing process. Additionally, I consider the impact of external expectations and the context of working in entrepreneurship research, and how they shape my writing style. By examining these different dimensions of my writing experience, I hope to provide insight into the multifaceted nature of academic writing in entrepreneurship research.

The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational problem as the educational starting point. Managers' reflective thinking capacity becomes important due to an increasing organizational complexity and the growing trend of introducing post-new public management paradigms.

Inspired by Brinkmann's (2012) approach to the inquiry on everyday life materials, semi-structured interviews were conducted with public managers taking a public management program. A phenomenologically inspired content analysis was applied in the process of scrutinizing the findings, subsequently informing the discussion on the development of problem solving through public management education.

The analysis indicates that the managers' pre-understanding of continuing education at the university level, managers' personal objectives, along with a growing experience with and insights into problem-based learning (PBL), appear to facilitate managers' integration of theory and practice. As revealed in this paper, an inquiry that integrates daily organizational practice and theoretical models and terms, as the origin of the personal development module, seems to facilitate managers' reflective thinking and self-reflexivity.

This paper illustrates that learning processes facilitated by seminars like the personal development module (PDM) not only facilitates the development of reflective thinking, but managers also seem to develop competencies in self-reflexivity – the latter being an underdeveloped element of Dewey's (1933) notion of reflective thinking. Thus, further theoretical and empirical research is needed to explore the potentials of developing a pragmatically inspired notion that offers an understanding of managers' self-reflexivity. By inquiring about managerial puzzlements through a personal development lens, a self-reflective focus adds to the Dewey-inspired approach to reflective thinking.

This study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals.

This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing.

This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty.

Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.

This exploratory study aims to help contribute to the understanding of online information search behaviour of PhD students from different humanities fields, with a focus on subject searching.

The methodology is based on a semi-structured interview within which the participants are asked to conduct both a controlled search task and a free search task. The sample comprises eight PhD students in several humanities disciplines at Linnaeus University, a medium-sized Swedish university from 2020.

Most humanities PhD students in the study have received training in information searching, but it has been too basic. Most rely on web search engines like Google and Google Scholar for publications' search, and university's discovery system for known-item searching. As these systems do not rely on controlled vocabularies, the participants often struggle with too many retrieved documents that are not relevant. Most only rarely or never use disciplinary bibliographic databases. The controlled search task has shown some benefits of using controlled vocabularies in the disciplinary databases, but incomplete synonym or concept coverage as well as user unfriendly search interface present hindrances.

The paper illuminates an often-forgotten but pervasive challenge of subject searching, especially for humanities researchers. It demonstrates difficulties and shows how most PhD students have missed finding an important resource in their research. It calls for the need to reconsider training in information searching and the need to make use of controlled vocabularies implemented in various search systems with usable search and browse user interfaces.

This chapter tells the story of how the concept of Pareto efficiency was shipped from Lausanne to the modern US theory of competitive general equilibrium, focusing on the specific role of Maurice Allais. It identifies similarities in both epistemological approach and theoretical achievements realized first by Pareto, then by Allais, and finally by Debreu and Arrow and Hahn. It also shows that these similarities are not casual, since historical circumstances account for the influence of Pareto on Allais and later of Allais on Arrow and Debreu.

This research is based on the idea that interior elements leave a wide variety of impressions on their occupants and that some interiors are likely to have more positive impressions than others. These impressions are especially prevalent when an individual cannot leave their homes for extended periods. The architectural elements of an interior where people are isolated can mitigate the adverse psychological effects.

The study was conducted by surveying individuals under lockdown because of the COVID-19 pandemic. A total of 140 participants completed three different scales (GAD-7, K10, FTB Scale) to measure mental health problems often experienced in isolated and confined environments. Their responses were then associated with the interior environments of the participants.

Statistically significant relationships were identified between the reported interiors and the results of the psychological evaluations. The level of psychological distress was associated with Volume and Visual Variety factors. Susceptibility to generalized anxiety disorder was associated with Visual Variety and Airiness factors. Finally, free time boredom was associated with Volume, Visual Variety, and Airiness factors. The Furniture and Clutter factor did not significantly contribute to any of the psychological evaluations.

The study was performed in response to the severe lockdown measures taken in response to the COVID-19 pandemic. It successfully highlighted the need for a rethinking of interior design approaches regarding the design for isolated and confined environments.

As a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.

Qualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.

Following an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.

The results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.