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The level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?

A quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.

The descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.

In terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.

Researchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.

This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.

The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.

If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.

Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.

This exploratory research aims to identify the types of social networks established by German and French expatriates.

The authors use the concepts of social capital and social networks, as well as the societal and cultural approaches, to investigate the way expatriates develop their social networks. The authors' empirical study is based on 40 semi-structured interviews conducted with German and French expatriates.

The authors' findings show that German expatriates mainly establish professional networks, whereas their French counterparts also focus on personal networks. They further indicate that managing social capital lies within the individual responsibility of German expatriates, whereas it is part of higher education institutions in France.

The authors highlight the way German and French expatriates manage their social networks and provide novel insights into the role played by higher education systems and the cultural characteristics of their home country context.

This paper explores the impact of interior design education and its effectiveness in the work environment for women in the United Arab Emirates (UAE), as they are the primary recipients of interior design programs. The analysis focuses on the role of women in interior design in the Gulf countries and the update of an interior design program curriculum as part of the continuous development program requested by the UAE Commission of Academic Accreditation (CAA) of the national Ministry of Education (MoE).

The research adopts different methodologies: an academic annual effectiveness report (AER), requirements of relevant international and regional accreditation bodies and a double round of surveys and interviews with female students, alumni, instructors and professionals.

The article collects and compares data from different perspectives, from the academic to the professional point of view, discussing challenges and opportunities for female students in contemporary interior design in the UAE. After collecting the necessary feedback on the strengths and weaknesses of the bachelor’s program, a set of informed recommendations has been developed, approved and introduced during the academic year 2022/2023. At the end of the year, a second feedback from faculty and external reviewers was gathered and analyzed, providing preliminary insights into the effectiveness of the curricular revisions and highlighting the significant benefits for the female students.

The paper discusses the comprehensive and up-to-date combination of traditional elements, innovative approaches and sustainable practices, alongside the strategic planning of the United Arab Emirates, proposed to enhance female learning experiences while reinforcing their skills and competencies for their future careers.

This chapter provides an overview of entrepreneurship clubs. It charts the development of these organisations, as a form of extracurricular activity. It introduces different forms of entrepreneurship clubs, such as Junior Achievement (JA) and Enactus, and explains how they grew from 1919 to the present. It also illustrates the differences between self-organised clubs, organised programs using clubs as a learning method, structured societies and nationally organised cooperative societies. The second part introduces research on student clubs in entrepreneurship education. It explores the benefits of clubs. It shows that clubs assist student learning, enable the acquisition of practical skills and improve college attendance, employment opportunities and career attainment. We argue that entrepreneurship clubs have improved student learning outcomes in entrepreneurship and simulated entrepreneurial learning, while impacting student self-efficacy and intentionality as well as improving employability and social learning. The final part of the chapter provides advice and tips for educators advising student-run entrepreneurship clubs. Ultimately, the chapter explains how student clubs have developed, why they are important for student learning and how advisors can support them.

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

The current research aims at investigating the mediating effect of electronic word of mouth (eWOM) on the link between entrepreneurial education and choice of the university among students. The main focus of this paper is that when entrepreneurial education is properly-implemented at universities, it leads to several positive outcomes such as positive eWOM. Therefore, if the entrepreneurial education is used as a marketing model, it can be considered as the innovative model for attracting more students. By implementing this model, the university can enhance its approach to cultivating a positive image, potentially leading to increased student enrollments.

The study used a sample of 483 undergraduate students in different universities. As well, it used a structured questionnaire during the data collection. Additionally, the study used partial least squares (PLS-SEM) in analyzing direct and indirect relationships.

The findings of this study suggest that entrepreneurial education and eWOM are critical factors for student selection to the universities. This is because eWOM significant mediates the link between entrepreneurial education and university choice.

This study used cross-sectional design. Therefore, future research can use a longitudinal design in examining the link between independent and dependent variables so as to look into the changes over time.

The study presents potential strategies that universities can employ to market their programs more effectively. By strengthening their entrepreneurial education initiatives, universities can enhance their reputation and create positive eWOM, which can lead to higher enrollments.

This study offers innovative marketing approaches for universities and their programs. Instead of heavily investing in advertising, the study suggests that strengthening entrepreneurial education initiatives can be a more effective marketing strategy. The findings suggest that a positive reputation generated by strong entrepreneurial education initiatives can lead to positive eWOM, which, in turn, influences university selection. Therefore, universities can consider enhancing their entrepreneurial education offerings to attract more prospective students. The study also highlights the notion that quality speaks for itself, while a lack of quality requires advertising.

Our study examines the impact of career enhancing strategies (CES), supportive work relationships and family–work conflict (FWC) on subjective career success.

The data were sourced from 107 professionals, who were the members of an alumni LinkedIn group of the Masters Human Resource degree program from a university in the Midwestern United States. Multiple regression analysis was employed to test the study hypotheses.

Results indicate that both forms of CES – networking and mentoring – were positively associated with subjective career success, and there exists a positive association between perceived organizational support and subjective career success. Further, FWC moderates the relationship between subjective career success and mentoring and also moderates the relationship between subjective career success and perceived supervisor support.

Organizations should provide opportunities to employees for networking and institute formal mentoring programs to enhance employees' perceptions of subjective career success. It is also crucial for organizations to promote work–life balance initiatives that can help reduce the levels of FWC experienced by employees.

Our study makes important contributions to the extant literature by highlighting the importance of CES and supportive work relationships in ensuring subjective career success. It also identifies an important moderator, FWC, which can significantly impact subjective career success.

This study aims to determine the effect of Islamic branding, experiential marketing and word of mouth on college decisions and to find marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education.

This study used a quantitative method, with data collection carried out using a survey method by giving questionnaires to respondents. The respondents' criteria are active students, at least in semester three, who have studied at Muhammadiyah-Aisyiyah Higher Education in Indonesia, using a sampling technique with accidental sampling. Data analysis used Partial Least Square - Structural Equation Modeling to determine the estimated results or model predictions.

The results showed a significant direct effect of experiential marketing, Islamic branding and word of mouth on college decisions. There is an indirect effect between experiential marketing and Islamic branding on college decisions through word of mouth, but the word-of-mouth variable could not mediate the relationship between experiential marketing and Islamic branding on college decisions perfectly.

The limitation of the results of the study is that it uses respondents who are and have participated in learning activities on the Muhammadiyah-Aisyiyah Higher Education, where the Muhammadiyah-Aisyiyah Higher Education has added value compared to other private campuses. The added value on the Muhammadiyah-Aisyiyah Higher Education is the overall learning activity based on Kemuhammadiyahan Islam in Indonesia. Islam Kemuhammadiyahan is the identity of the Islamic branding strategy on the Muhammadiyah-Aisyiyah Higher Education, which is only owned by the Muhammadiyah-Aisyiyah Higher Education.

This study recommends marketing strategies through strengthening Islamic branding based on experiential marketing to increase the number of students at Muhammadiyah-Aisyiyah Higher Education.

The novelty of this research is the addition of experiential marketing and Islamic branding variable measurements on word of mouth and college decisions, especially prospective students to study at Islamic Higher Education in Indonesia.