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Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

The purpose of this study is to explore how US graduate students described their diversity, equity and inclusion (DEI) education and engagement experiences outside their academic departments.

This study used a critical constructivist qualitative approach and methods (i.e. interviews) to explore how 44 graduate students across various disciplines and fields at two public research institutions in the USA described their DEI education and engagement experiences outside their departments.

Students identified expanded DEI and professional knowledge as key learning outcomes, while also highlighting the benefits and negative effects of the identity-centered (dis)connection, community and personal fulfillment that came from these experiences.

Given that DEI education and engagement opportunities addressed some students’ needs and were unsatisfactory for others, more scholarship on the nature of these experiences is needed to better understand factors that contribute to students’ desirable and undesirable outcomes. There are also practical implications for faculty who advise graduate students and administrators who are responsible for funding the campus spaces in which these experiences occurred (e.g. graduate colleges, identity-based student organizations).

Few studies have explored graduate students’ participation in DEI education and engagement opportunities outside of their academic departments. Consequently, the efficacy of these initiatives, and the extent to which students benefit from them, warrant investigation. This study, thus, adds to researchers’ and practitioners’ understanding of this topic by highlighting the benefits and limitations of these experiences for graduate students.

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities.

This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy.

Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education.

The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.

This study aims to explore university students' push and pull motivational factors towards their study tour destination choices and to investigate the differences between experienced and non-experienced students concerning their push and pull motivational factors.

The study collected surveys from Hong Kong university students. In total, 248 usable responses were gathered. Among the 248 respondents, 148 university students from various universities did not have experience on a study tour in their university lives while 100 students did. The study also conducted interviews and collected qualitative data to supplement the survey findings.

Top push and pull motivational factors were highlighted in the study tour context. This study also indicated that non-experienced students relatively have more concerns about geographic location, political stability and financial budget as pull factors and education as the push factor than experienced students. Education, as a high-level human need and push motivational factor, becomes less important for experienced students.

A large number of Asian university students participated in study tour programmes each year. Nevertheless, there are few research papers relevant to exploring university students’ motivation to choose study tour destinations. This study provides useful insight for the universities to design and implement appropriate study tours according to students’ motivation.

This study aims to examine the relationship between entrepreneurship education and students’ intentions and tests for moderating effects of students’ perceived experience and family entrepreneurial orientation, which may strengthen or weaken the effect of entrepreneurship education on intention.

Data were collected through a questionnaire from 584 students in the vocational program at an Indonesian public university. Entrepreneurship education was measured using instruments by Walter and Block (2016) that evaluated the entrepreneurship education provided by faculty. Entrepreneurial intention used a measurement by Vamvaka (2020), which measured students’ choice of intention, entrepreneurial career commitment and nascent entrepreneurship.

Entrepreneurship education has a positive association with students’ entrepreneurial intentions. The results also evidence higher entrepreneurial intention levels in students from families oriented toward and experienced in entrepreneurship. The results also reveal that student experience and having friends who become entrepreneurs reduce entrepreneurial intention, but the difference is not statistically significant.

The main limitation of this survey is that it was drawn from a single university in Indonesia with only domestic students, whilst the study was also designed cross-sectional. Therefore, the generalisability of the results is still limited. This study uses a single item for measuring friends and own influences, which only measure personal experiences. A more multidimensional measure of family, friends and own influence can be further developed to gain more robust results supporting these findings.

The study contributes to understanding the role of family-related variables, particularly family entrepreneurial orientation and experiences, on the development of entrepreneurship education and intention in emerging global market forces. Through family engagement in entrepreneurship education, a family can boost students’ entrepreneurial intention by delivering various capitals (e.g. business value, financial and social capital) and providing practical learning. The results imply the necessity to conduct new subjects, courses or university programmes that can include family-related business in entrepreneurship education.

Despite the expansion of research related to entrepreneurship education and intention, the relationships between perceived experience, family entrepreneurial orientation and students’ entrepreneurial intentions have not been adequately studied, particularly in Indonesia. This work contributes to the existing knowledge of entrepreneurship education by providing two moderator variables that may boost entrepreneurial intention: perceived experience and family entrepreneurial orientation. This work demonstrated how perceived experience and family orientation interact with entrepreneurship education and intention.

This paper aims to explore contribution of informal learning space - Research Cafe - to enrich research learning experiences of graduate students. Developing strong research skills among graduate students is a prime focus of higher education around the world. Thereby, universities are striving to maximise opportunities that can foster and enrich students’ learning experiences of research; however, the focus is mostly confined to formal opportunities such as research method courses and thesis writing. The provision of informal learning spaces has been recognised as a useful tool for fostering research learning experiences of graduates. This reflective paper is among a few focusing on a model of student-led informal learning space for enriching research experiences in higher education in the context of Pakistan.

This paper uses a reflective approach to generate a metalogue. The research experiences shared by the participants were further reflected by the authors after each research café session. The authors then shared their collective metacognitive reflections with each other, generating a metalogue, which was used as the data set. The metalogue was analysed thematically to generate themes.

Findings reveal that the research café is an informal space to promote academic socialisation by providing a conducive environment, peer support and informal supervision opportunities to foster the research learning experiences of graduate students. Importantly, the model presented in this paper provides a complimentary pathway for boosting learning experiences.

This paper would be useful for graduate students, faculty and university manager to acknowledge the potential of informal learning spaces in promoting research learning experiences. This paper highlights opportunities for replication, and further empirical research are needed to establish the efficacy of research café.

This study contributes to the global debate about graduate research learning experiences through informal learning space, which is yet to be explored, particularly in developing contexts like Pakistan. The idea of the research café is original, as it was conceived keeping in consideration the contextual and cultural aspects. The methodology used in this paper was specifically derived which can be replicated by other researchers.

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The disruption continued throughout much of 2020, and the need to adapt to arising changes and concerns permeated all aspects of teacher education, particularly the practicum experience. The chapter presents our attempt to investigate the influence of an adapted practicum experience which was based on the synthesis of qualitative evidence (SQD) model on the development of six student teachers’ technology knowledge and skills. Using a qualitative case study research design, we collected data from multiple data sources, including pre–post-interviews and weekly reflection logs. Quantitative data collected from a pre–post-administration of the SQD survey and TPACK (Technological Pedagogical and Content Knowledge)-practical survey were used to triangulate the qualitative data. Findings from the thematic analysis and descriptive statistical analysis revealed evidence for participants’ increased TPACK-practical knowledge and skills, specifically in the domains of practical teaching and curriculum design. However, an emerging theme revealed that participants considered technology before pedagogy during instructional design. Findings also revealed two challenges to participants’ further development, namely working within a restricted learning environment and experiencing limited mentoring opportunities. We illustrated several implications for the design of the practicum experience and the required institutional support within the context of continued disruption to education and thereafter.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

Mental health is a sensitive topic to teach, as it’s difficult to judge anyone’s personal experiences of mental distress. Northumbria University has developed a programme explicitly for people with experience of mental distress who have an interest in being involved in research. This chapter discusses how it is important to be sensitive to the different experiences that students have and to develop reciprocal trust. It goes on to discuss the importance of creating a safe space for students to learn about mental health and research and provide some tips for doing so. These tips include being clear about individual biases and limitations, using personal stories and examples to connect with students, emphasising the importance of resilience, connecting students to resources and being open and flexible to offering additional support in a sensitive way. The chapter also discusses the challenges that students experiencing mental distress may face in academia, such as low self-esteem, imposter syndrome, and difficulties in accessing resources. The chapter provides some suggestions as to how educators can address these challenges such as providing students with opportunities to share personal experiences and learning to turn those experiences into assets. In addition, this chapter highlights the potential for students to shift their identity from ‘patient’ to ‘student’ to ‘researcher’ as they engage in the learning process. This shift in identity can be empowering and can help students to feel more in control of both their mental health and their futures. Overall, the chapter provides valuable insights into how to teach about mental health in an inclusive and sensitive way. The tips and suggestions provided can help educators to create safe and trusting environments for students to learn and address challenges with mental health often faced in academia.

This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field.

This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning.

The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts.

The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation.

The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students.

The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches.

This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.