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This article aims to examine whether specific job tasks measured at the individual level or personality traits are associated with wages and whether the relationship between personality traits and wages differs depending on the job tasks that individuals perform.

This study analyzes the association between job tasks and personality traits, and their interaction, with regard to wages using German employee data from 2017/2018.

Results suggest that nonroutine manual, interactive or analytic tasks are associated with significantly higher wages compared to routine manual tasks, and while extraversion and emotional stability are related to higher wages, agreeableness and openness tend to be associated with lower wages also within occupations. Moreover, the association between personality traits and wages varies depending on the job task requirements at the workplace. A high degree of extraversion in particular is associated with higher wages when the employee performs nonroutine manual, interactive or analytic tasks.

To date, especially the interaction between individual job tasks and personality traits on wages has not been extensively studied because data on both job tasks and personality at the employee level are scarce. This study contributes to the understanding of wage differences among employees.

Literature suggests that less attention has been paid on teacher's and head of the school's outlook on when to introduce life skills education, which are the most important to be focused and developed first, and their opinion on effort already made to develop life skills among the students. Hence, the present study aims to focus on the teacher's and head of school's perspective with regard to the three most important life skills which need to be developed at the school level.

For the present study, a digital survey tool was developed (Google Form) and circulated across all the states to the Government and private school teachers and heads of school and access of the Google form was open from April 26 to May 7, 2022. A total of 770 school heads/teachers responded the survey spread over 17 different states. To address the objectives of the paper, descriptive and inferential analysis are carried out.

In the participant's view, self-awareness, effective communication and problem solving are found as the top most, second and third most important life skills to be focused respectively. Results reveal that the region, type of schools and gender of the respondents have no significant role to play in the choice of top three most important life schools to be focused the first. However, designation of the respondent's (teacher/head of the schools) and years of work experience in schools are found significantly associated with the choice of top three life skills. Study concludes that as various research studies have highlighted that all the life skills are inter-related so if the authors prioritize at least three identified top most first so others will be some and other way will start developing in parallel and can be taken up subsequently.

This study is based on digital data collected from the teachers and headmasters based on the survey link circulated through different communication channels. Also, sample is not uniform due to varied response rate across the states and therefore number of respondents participated in the survey varies significantly from one state to another state. The findings emerged from this study cannot be generalized at state level. Even generalization at national level needs to be done carefully as samples are not representative. However, this research demonstrates an interesting fact and will help teachers to prioritize top three skills to be implemented first followed by others.

This will help the teachers and heads of schools to use the top three skills that they need to insist by all means at the school level. This will also help the policy makers to keep note of the perception of the teaching community on life skills.

This paper will bring focus on the importance of life skills to the education fraternity.

Less or no attempt has been made to understand teachers/head of school's perspective on initiation of life skills and which are the most important skills to be prioritized first. Hence, the study comes with an original concept.

Prior to the COVID-19 pandemic, African students studying tourism and hospitality internationally had diverse experiences in their professional endeavours. This study seeks to examine the effects of the COVID-19 pandemic on the career progression and perspectives of African undergraduate students specialising in higher education in the fields of tourism and hospitality.

The study utilised qualitative content analysis, which involves subjectively interpreting text data by systematically categorising and coding it to identify themes or patterns.

The findings deviate from how the COVID-19 pandemic has affected the career advancement of African international students studying tourism and hospitality in North Cyprus. Consequently, most developing nations face an increased need for security measures. Tourists will pay higher prices to visit highly secure areas rather than risking their lives. This is one of the reasons why many students from developing nations choose to pursue their careers in developed countries.

It is imperative for the governments of developing nations to make substantial financial contributions to the development of their respective tourism sectors. Augmented investment has the potential to allure international tourists, thereby generating employment prospects for the host economies. The lack of investment forces young individuals to pursue their education overseas. Furthermore, it is imperative for developing nations to enhance their security infrastructure.

Our findings suggest that policymakers should establish a diverse management team that includes student employees to develop suitable strategies for industry management. Insufficient student inclusivity can result in a lack of dedication, whereas involving them in management strategies can contribute to the industry’s prosperity.

The findings obtained from this research can stimulate the formulation of strategies within the tourism industry to tackle the intersection of career obstacles.

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

This study aims to examine how couplepreneurs foster an entrepreneurial mindset in their kids.

A qualitative research approach with semi-structured interviews was used as the data collection technique. Narrative analysis was conducted on a sample of 20 couplepreneurs in Mthatha, South Africa.

Narratives of how couplepreneurs foster an entrepreneurial mindset in their kids included purchasing toys and games for kids that encourage entrepreneurship; competition and team activities among kids that are related to entrepreneurship; the piggy bank; encouraging kids to read entrepreneurial books; and kid entrepreneur showcases.

Sample size challenges are a notable limitation, including research being conducted in only one province of South Africa. Caution is advised when attempting to generalise the results to other contexts.

Understanding the strategies used by couplepreneurs to instil an entrepreneurial mindset in children can help parents to influence and encourage their children's entrepreneurial growth, resulting in more creative and innovative people who make a positive contribution to society, economy and the community.

While there is a body of literature on couple entrepreneurship, there are shortcomings in studies examining how coupleprenuers in African countries instil an entrepreneurial mindset in their children. As a result, this study aims to complement the current corpus of African literature on entrepreneurship, particularly in the context of South Africa.

Earlier studies have shown that individuals with business education and the personality traits listed in the big-five model are more inclined to pursue entrepreneurial activities. The Big-Five Model of personality is one of the prominent taxonomies, which highlights five fundamental human's traits. However, the big-five model does not cover all baseline personality features essential for pursuing an entrepreneurial career. Drawing on the trait-factor theory of career choice, this study discusses action-oriented traits as a driving force for individuals to pursue entrepreneurship as a foremost career choice in the context of developing economies.

Data of 599 recent graduates, who just completed their university degrees and about to join the job market, were collected through surveys and analyzed after achieving the model-fit.

Results highlighted that three action-oriented traits (innovativeness, risk-taking and competitiveness) aspire individuals to pursue entrepreneurial careers. In addition, a multi-group analysis of business vs. non-business educational backgrounds revealed that business related education is not the only strong precursor leading to the pursuit of an entrepreneurial career.

This study draws attention to the belief of higher educational consultants, institutes and policymakers that investment in certain trait development can increase the number of new entrepreneurs in an economy.

Research shows that parental employment and education status affect the amount of parental childcare time, which is a fundamental determinant of children's outcomes. In this paper, the authors study whether being overeducated – working in a job that requires less education than the level of education acquired – is related to the time parents devote to their children.

The authors set two main hypotheses. First, overeducation might lead to more childcare time if being overeducated is the result of the individual prioritizing family over career. Second, overeducation might lead to less childcare time if overeducation is the result of lower ability. The authors estimate time use equations using the American Time Use Survey (ATUS) from 2004 to 2019.

The authors find that overeducated parents devote less time to childcare than matched parents, especially in the weekend sample. The authors’ results suggest that overeducation is not a deliberate choice prioritizing family over career.

To the best of the authors’ knowledge, this is the first study on the implications of being overeducated on childcare.

The study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.

The eComplexity instrument was applied to 370 undergraduate students in their first to ninth semesters in a private university in Western Mexico. Descriptive statistics were analyzed to determine the mean and standard deviation indicators and were tested for statistical significance. The convenience sampling methodology ensured that there were students from all semesters and a diversity of majors. The sampling aimed for a balance of men and women, resulting in 189 women and 181 men.

The results confirmed no statistically significant evidence to indicate differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, statistically significant differences were found in the perceived achievements of the sub-competencies of systems, critical and scientific thinking, which comprise the overall competency. Women presented a higher average perception of systemic and critical thinking achievement, and men had a higher perception of scientific thinking. The authors concluded that social and cultural elements influence the perception of achievement that men and women develop in thinking and solving problems.

Governments and educational institutions must establish training programs that do not follow gender stereotypes and promote reasoning-for-complexity skills equitably in men and women. It is necessary to create more scientific and academic spaces and projects involving women in the sciences; countries must emphasize this to improve their scientific competency. Only in this way will it be possible to reverse the perception that men and women have of their problem-solving skills and abilities, which, as this study shows, are more a matter of culture than capabilities.

Unlike previous studies, which analyze the competency of complex thinking in a particular way among its sub-competencies, this research sought comprehensive measurement. Furthermore, beyond measuring competency development, this study aimed to measure the perception of achievement. The authors believe this is the first step towards identifying elements of the social imagination that limit the formation of scientific thinking among women in Latin America.

Personality characteristics have a significant impact on the economic segment of women entrepreneurs. Due to gender biases or other factors, women entrepreneurs are fewer in India than in other countries. The purpose of this study is to identify the personality factors and challenges that affect their growth and success.

Logistic regression was used to show the impact of personality characteristics and firm performance and the moderating effect of challenges between personality characteristics and firm performance.

The findings revealed a significant impact of personality factors on firm performance, the absence of moderating effects of challenges and the presence of a mediation effect of enterprise age and enterprise location.

This research will help policymakers adopt policies and plans to reduce obstacles and challenges so that the economic conditions of women’s entrepreneurship can transform.

Women in the 21st century still live in a male-dominated patriarchal society because they face the problem of financial capital.

The results show the impact of personality traits and challenges on the firm performance of women’s entrepreneurship.

This paper seeks to systematically review and synthesise existing research knowledge on African women entrepreneurship to identify gaps for future studies.

The paper conducted a systematic literature review of published studies from 1990 to 2020 on women entrepreneurship in Africa using a 5M gender aware framework of Brush et al. (2009).

The systematic literature review of published studies found the fragmentation, descriptive and prescriptive orientation of studies on Africa women entrepreneurship and devoid of theoretical focus. Further, women entrepreneurship studies tended to be underpinned from various disciplines, less from the entrepreneurship lens, mostly quantitative, and at its infancy stage of development. With a primary focus on development, enterprise performance and livelihood, studies rarely attended to issues of motherhood and the nuanced understanding of women entrepreneurship’s embeddedness in family and institutional contexts of Africa.

The paper questions the view that women entrepreneurship is a “panacea” and unravels how family context, customary practices, poverty and, rural-urban and formal/informal divide, significantly shape and interact with African women entrepreneurs’ enterprising experience and firm performance.

The findings and analyses indicate that any initiatives to support women empowerment via entrepreneurship should consider the socially constructed nature of women entrepreneurship and the subtle interplay of the African institutional contexts’ intricacies, spatial and locational differences which significantly influence women entrepreneurs’ choices, motivations and goals for enterprising.

The paper contributes to a holistic understanding of women entrepreneurship in Africa by using a 5M framework to review the research knowledge. In addition, the paper not only identifies unexplored/or less examined issues but also questions the taken-for-granted assumptions of existing knowledge and suggest adoption of context- and gender-sensitive theories and methods.