Purpose This study examines the role of student community engagement initiatives in higher education by analyzing how social motivation in cleanliness and civic skills influence environmental sustainability outcomes, with community engagement programs acting as a mediating mechanism. Design/methodology/approach A quantitative cross-sectional research design was adopted. Primary data were collected using a structured questionnaire administered to 325 students from higher education institutions in the Delhi NCR region of India. Structural Equation Modeling (SEM) with the maximum likelihood estimator was employed using R to test the direct, indirect, and total effects. Mediation effects were assessed using bootstrapped estimates, and model adequacy was evaluated using standard goodness of fit indices. Findings The results indicate that social motivation for cleanliness and civic skills significantly predict participation in community engagement programs. Civic skills have a strong direct effect on environmental sustainability, whereas the direct effect of social motivation on sustainability is insignificant. Mediation analysis revealed that community engagement programs fully mediate the relationship between social motivation and environmental sustainability and partially mediate the relationship between civic skills and environmental sustainability. These findings highlight the central role of structured engagement initiatives in translating student motivation and skills into sustainable outcomes. Research limitations/implications The study was based on cross-sectional data collected from a single geographical region, which may limit the generalizability of the findings. Future research should adopt longitudinal designs and extend the analysis to diverse institutional and regional contexts. Practical implications The findings suggest that higher-education institutions should institutionalize community engagement programs within academic curricula to strengthen civic skills and promote sustainable behavior among students. Such initiatives can enhance the effectiveness of national cleanliness and sustainability campaigns through student participation. Originality/value This study provides empirical evidence of the mediating role of student community engagement initiatives in higher education, demonstrating how motivation and civic skills jointly contribute to environmental sustainability outcomes. This study contributes to the literature by positioning community engagement as a critical educational strategy for sustainability.
Purpose This research study evaluates the efficacy of research-based learning (RBL) in bridging the persistent epistemological and practical gap between theoretical vocational education and industrial research and development (R&D) within the Level 7 aerospace curriculum at the Malta College of Arts, Science and Technology (MCAST). As the global aerospace sector undergoes a structural transition toward Industry 4.0 and the “New Space” commercial paradigm, conventional transmissive instructional models prove insufficient for equipping postgraduate students with the multidisciplinary, adaptive competencies demanded by the industry. Design/methodology/approach This article systematically examines the pedagogical integration of active, high-stakes space missions, specifically the Advanced Spacecraft Technology for Repairing of Broken External Armor using cold-welding adhesion Treatment (ASTROBEAT) and the Smart Ballistic Optimization for Repairing of Aerospace Exostructures using 3D-printed Kevlar (SBORAEK), into the MCAST Master of Science in Aerospace Engineering. The study contextualizes this educational framework within the strategic expansion of Malta as an emerging space nation, analyzing the structural imperatives dictated by the Malta Space Act, the European Space Agency's Plan for European Cooperating States (ESA PECS) and the impending harmonization driven by the proposed EU Space Act. Findings Utilizing a systematic desk-based qualitative methodology, the research synthesizes literature on experiential learning, andragogy, transdisciplinary STEAM integration and digital quality assurance. The findings suggest that involving students in orbital experiments and hypervelocity impact research supports the development of EQF Level 7 competencies. The analysis provides a framework for institutions seeking to transform student learning from passive theoretical absorption into active contributions to the international space sector, ensuring rigorous alignment with contemporary industrial, legal and regulatory standards. Research limitations/implications While this study provides a comprehensive framework for integrating RBL into vocational aerospace education, several limitations must be acknowledged. First, the analysis relies predominantly on desk-based qualitative literature review and curriculum evaluation rather than longitudinal quantitative data. Consequently, the direct long-term impact of these initiatives on graduate employability and career trajectory remains to be empirically validated. Second, the study is situated within the specific institutional context of MCAST and the Maltese aerospace sector; therefore, the findings may not be uniformly generalizable to larger institutions or nations with fundamentally different regulatory and industrial landscapes. Practical implications This study provides a practical framework for higher education institutions to transition students from theoretical learning to active aerospace R&D. It demonstrates how embedding real space missions into curricula equips graduates with industry-ready competencies, systems engineering skills and regulatory awareness of frameworks like the EU Space Act and ESA standards. Practically, this model requires institutions to adapt their assessment strategies and secure sustained investments in laboratory infrastructure and international collaborations. Ultimately, aligning vocational education with high-stakes industrial research drives workforce development and builds innovation capacity within emerging space nations. Social implications By integrating high-stakes aerospace research and transdisciplinary STEAM activities into vocational education, this framework democratizes access to the international space sector for students in emerging space nations like Malta. The inclusion of public-facing initiatives, such as broadcasting space-inspired musical compositions from the International Space Station, translates complex astronautical concepts into accessible cultural experiences. Consequently, educational institutions within smaller member states can actively drive regional innovation ecosystems, elevate national technological visibility and cultivate a skilled workforce capable of contributing to global orbital sustainability and the broader European space economy. Originality/value This study provides original value by examining the rare integration of active, high-stakes space missions, such as ISS orbital experiments and hypervelocity impact tests, into a postgraduate vocational aerospace curriculum. While existing literature frequently focuses on simulated project-based learning, this research uniquely evaluates live RBL within the specific context of an emerging space nation, Malta. It provides a valuable, scalable framework for institutions to successfully bridge the gap between theoretical instruction and industrial R&D. Furthermore, it uniquely synthesizes pedagogical theories with contemporary regulatory paradigms, including the ESA PECS framework and the proposed EU Space Act.
Purpose Higher education faces a growing imperative to develop graduates who possess not only academic expertise but also the resilience and practical readiness demanded by today’s complex professional landscapes. While work-integrated learning (WIL) is commonly advocated to bridge this gap, most empirical studies concentrate on temporary placements, simulations or externally managed internships. Far less attention has been given to sustained, student-led ventures that present challenges of equitable access and limited student agency. In response, this study investigates an on-campus, student-led Living Laboratory at a Malaysian private university as an alternative, campus-embedded WIL model. Design/methodology/approach Framed by experiential learning theory, social constructivism and the Living Laboratory concept, the study employed an action research approach and a structured, iterative methodology over two semesters with 30 undergraduate business students. Participants assumed full operational responsibility for a commercial retail venture in partnership with a local pharmaceutical company. Data were collected through reflective practitioner journals, observational field notes, semi-structured focus groups and operational artefacts, and analysed using a thematic analysis framework. Findings Three overarching themes were identified: (1) a transition from operational anxiety to professional self-efficacy; (2) the re-contextualisation of failure as pedagogical capital; and (3) the internalisation of sustainability as a functional business constraint. These findings support the conclusion that sustained, accountable, campus-embedded enterprise fosters the development of professional identity, adaptive resilience and systems thinking. Originality/value The study introduces and empirically tests the Catalyst WIL Synergy Loop, a recursive five-stage framework designed to transform the university campus into a site of authentic professional praxis. The framework advances the WIL literature by providing a scalable, equity-oriented, developing-country-contextualised model that directly addresses gaps identified in the current evidence base.
Purpose Growing concern over the mismatch between higher education outcomes and labour market needs has increased interest in degree apprenticeships as a work-integrated learning (WIL) model. This study comparatively analyses degree apprenticeship models in Germany, the United Kingdom (UK), Australia, the United States of America (USA) and India, focusing on their structure, governance, delivery, future-ready skills, employability outcomes and scalability. Design/methodology/approach A qualitative comparative case study approach was adopted using secondary data from national policy documents, government reports, institutional frameworks and peer-reviewed literature. The data were analysed through thematic content analysis guided by the study's research objectives. Findings The findings show that degree apprenticeships enhance graduate employability and workforce readiness across all five countries. The UK and Germany demonstrate well-coordinated national systems with strong employer engagement and institutional integration. Australia and the USA adopt more decentralised and employer-led approaches that encourage innovation but face fragmentation. India represents an emerging model supported by ambitious policy reforms but constrained by implementation challenges. Common barriers include policy fragmentation, uneven institutional adoption and limited public awareness. Research limitations/implications The study relies on secondary data and excludes detailed comparisons of occupational coverage and funding arrangements because comparable evidence across countries was limited. Practical implications The study recommends stronger university–employer collaboration, nationally coordinated policy frameworks, embedded work-based learning and greater employer participation in curriculum design and delivery. Social implications Degree apprenticeships have the potential to enhance social inclusion by widening access to higher education, particularly for underrepresented and disadvantaged groups. Originality/value By comparing degree apprenticeship models across five G20 countries, this study identifies transferable practices and policy lessons for developing scalable, inclusive and future-ready apprenticeship systems.
Purpose Although practical learning is central to hospitality and tourism (H&T) education, limited research has examined how it shapes students’ intentions to pursue careers in the industry, particularly in AI-enabled service contexts. Drawing on social cognitive career theory, this study examines whether practical learning influences job intention through perceived employability, AI readiness and self-congruence with future professional roles. Design/methodology/approach An online survey was conducted with 547 third- and fourth-year H&T students in Vietnam who had participated in practical learning activities. The data were analyzed using partial least squares structural equation modeling. Findings Practical learning positively influences perceived employability and AI readiness. These factors, in turn, contribute to job intention through actual self-congruence and ideal self-congruence. The results further show that employability dimensions do not operate uniformly, with general competence and work attitude displaying different relationships with self-congruence. The study therefore shows that job intention is shaped by both capability-related and identity-related mechanisms. Practical implications H&T educators and industry partners should design practical learning experiences that support not only competence development and AI readiness but also students’ reflection on their fit with future professional roles in increasingly technology-mediated work settings. Originality/value This study contributes to the H&T education literature by explaining job intention through the joint effects of perceived employability, AI readiness and self-congruence. It also extends research on graduate employability by highlighting the role of identity-related mechanisms in students’ career decision-making in AI-enabled service environments.
Purpose This paper examines how natural language processing (NLP)-supported learning evidence generated from internship logs can make workplace learning in architectural internships more visible and more actionable for higher education teachers. Design/methodology/approach A qualitative implementation study with embedded case analysis was conducted in a five-year architecture programme at a university with an applied education mission in China. The NLP-supported evidence-generation process was calibrated using internship logs from 289 students across five cohorts between 2020 and 2024 and was applied to all 47 students in the 2025 cohort. Qualitative inquiry comprised two semi-structured student group interviews involving 12 students in total and a separate teacher group interview involving four teachers. Two student cases and one programme-level case were examined in detail. Findings Four types of learning evidence were generated: Practical Competency Profile, Key Confusion Identification, Internship Experience Perception and Career Interest Exploration. The two student cases show how learning evidence helped teachers identify a developmental interest beyond routine tasks and respond to sustained difficulty in drawing revision. The programme-level case shows how aggregated evidence informed discussion of curriculum support for sustainable design. Learning evidence provided clearer and traceable process materials for teacher interpretation, student-teacher dialogue and programme-level reflection, supporting more timely and contextually grounded pedagogical judgement. Research limitations/implications The study concerns one architecture programme and three explanatory cases. Further research should examine the mechanism across disciplines, institutions and longer-term learning outcomes. Practical implications The mechanism can help teachers organise continuous internship logs, prepare focused support dialogues and identify recurring curriculum support issues from workplace learning records. Social implications The study supports transparent and supportive use of educational data by keeping teacher mediation, participant protection and non-assessment use central. Originality/value The paper contributes a learning-evidence mechanism that links workplace experience, reflective logs, teacher mediation and programme-level feedback. It shows how NLP can strengthen work-based learning support by organising reflective texts into interpretable evidence for teacher review and pedagogical dialogue.
Purpose While the majority of studies were concerned with identifying the predictors of entrepreneurial intention, nascent entrepreneurship was overlooked by scholars. Hence, this study examines the driving factors of nascent entrepreneurship among university students. Design/methodology/approach This study employed a systematic literature review (SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to address the proposed research questions. Articles were retrieved from the Scopus database and screened based on predefined inclusion and exclusion criteria. Findings The findings indicate a noticeable increase in research on nascent entrepreneurship, particularly after 2020. Building on this trend, four major factors of determinants were identified: (1) motivation and intention-based, (2) cognitive and perceptual, (3) human capital and demographic characteristics and (4) education and environmental. Furthermore, this study also concludes that the theory of planned behavior emerges as the dominant theoretical framework, followed by social cognitive career theory, self-efficacy theory, social cognitive theory and social role theory. Research limitations/implications The results provide theoretical clarity and practical insights for higher education institutions seeking to foster entrepreneurial engagement and early-stage venture creation. Originality/value This is the first review paper to systematically identify and analysis the driving factors of nascent entrepreneurship, while research streams were largely focused on understanding the determinants of entrepreneurial intention.
Purpose This study aims to examine how early-career police officers experience different forms of assessment within the Police Constable Degree Apprenticeship (PCDA), with particular attention to authenticity, reflective practice, workload and operational relevance. Design/methodology/approach A mixed-methods design was used. Questionnaire data from 53 early-career police officers were analysed alongside qualitative interviews with four participants. Quantitative analysis examined perceptions of authenticity, reflection and deeper learning, while qualitative analysis explored lived experiences of assessment within operational policing contexts. Findings Work-based assessments were generally perceived as more authentic, relevant and professionally meaningful than traditional academic assessments. Strong positive relationships were identified between perceptions of assessment authenticity, reflective capability and deeper learning. Qualitative findings showed that assessments grounded in real operational tasks supported professional judgement and confidence, while excessive academic workload, duplication and inconsistent workplace support reduced perceived value. Research limitations/implications The study was conducted within a single policing context and relies partly on retrospective self-reported data. Further multi-site and longitudinal research is needed to examine how assessment experiences influence professional development over time Practical implications Police education programmes should align assessment more closely with operational practice, reduce unnecessary duplication and embed reflection within authentic workplace activity. Supervisory support and protected learning time are also important to effective work-based learning. Originality/value The paper provides empirical evidence on how officers experience assessment within a contemporary work-based policing degree and demonstrates how authentic, reflective assessment can strengthen professional learning, confidence and operational readiness within police education.
Purpose This article presents the findings of a comparative study between the law clinical programmes at two universities: Instituto Tecnol & oacute;gico Aut & oacute;nomo de M & eacute;xico (ITAM) in Mexico and Universidad de los Andes (Uniandes) in Colombia. It examines how clinics are organised and taught, to identify practices that strengthen experiential and work-based learning in legal education.Design/methodology/approach The study draws on a literature review, interviews with all clinical teachers at both universities, thematic analysis, and a comparative examination of operational and pedagogical dimensions.Findings Eight core lessons are identified. Operationally, the study highlights: (1) the value of requiring students to enrol in clinics as part of their degree, (2) the importance of offering a broad range of clinical options, (3) the benefits of diversifying forms of collaboration and (4) the need to design activities that familiarise students with the full life cycle of cases and projects. Pedagogically, the study underscores: (1) the importance of maintaining a strong ethical focus, (2) the significance of techniques that strengthen student motivation, (3) the educational potential of litigation and (4) the need to integrate substantive knowledge into clinical design.Practical implications The study provides an evaluative framework that assigns specific responsibilities to university authorities and actionable pedagogical guidance to teachers, aimed at enhancing effectiveness in clinical programmes.Originality/value This article proposes an operational-pedagogical matrix as a transferable evaluative tool, providing unique insights from two institutions with similar legal traditions but distinct socio-political contexts.
Purpose To evaluate educator and apprentice perceptions of the educational value of the end-point assessment (EPA) within the Level 7 Advanced Clinical Practice (ACP) apprenticeship. Design/methodology/approach A convergent parallel mixed-methods design was used, underpinned by a pragmatic paradigm, combining quantitative and qualitative data from questionnaires distributed to educators (n = 16) and apprentices (n = 18). The integrated quantitative and qualitative approaches objectively evaluate educators' and apprentices' perceptions of the EPA in the ACP apprenticeship. Findings Findings revealed mixed opinions on the EPA’s educational value and fairness. Thematic analysis identified seven core themes: structural burden and assessment burden and learner vulnerability; redundancy and overlap; educator role tension and reward; valued yet demanding experience; pedagogical integration and skill consolidation; and inconsistency and subjectivity in assessment. Results suggest the EPA provides a meaningful summative experience but requires reform to enhance proportionality, reduce duplication and align more closely with authentic professional practice. While apprentices viewed the EPA as relevant and an opportunity to consolidate learning, both groups highlighted substantial duplication with existing MSc assessments, excessive workload and emotional strain. The EPA was described as administratively burdensome, disproportionate in scope and inconsistent across assessors. Nonetheless, many apprentices and educators acknowledged its reflective and integrative value, seeing it as a professional milestone that consolidates clinical, leadership, educational and research skills. These findings align with current government reforms aimed at simplifying apprenticeship assessments and ensuring they remain rigorous yet proportionate to purpose. Originality/value This study provides timely evidence on the educational impact of the EPA in ACP, offering insights that align with national policy changes. It highlights tensions between summative assessment and authentic professional practice, contributing to ongoing debates about proportionality and integration in apprenticeship assessment design.
Purpose This study systematically analyzes the global research landscape regarding the role of vocational education in the sustainable transition. Specifically, it maps publication trends, identifies key themes, and determines the structural relationship between vocational interventions and the development of green employability. Design/methodology/approach The study employed a systematic literature review (SLR) and bibliometric analysis. Data were extracted from the Scopus database covering a comprehensive period from 2007 to September 2025. The analysis was performed using the Biblioshiny (R-bibliometrix) application to generate trend topics, word clouds, and thematic maps, ensuring a robust evaluation of the vocational education landscape. Findings The analysis of publications from 2007 to September 2025 reveals a significant transformation in vocational education research, moving from general employability to specialized green and digital competencies. Key findings indicate that “green skills,” “TVET,” and “sustainable development” have become the dominant research clusters in recent years. Furthermore, the results highlight a surge in interest regarding the circular economy and Industry 5.0 integration within vocational systems as of late 2025. Research limitations/implications Data collection was limited to Scopus and articles published up to September 2025. Consequently, data for the full year of 2025 is incomplete, which serves as a limitation for the trend analysis of that specific year. Originality/value This study addresses a gap by offering a novel “Driver-Mediator-Outcome” conceptual framework. This framework integrates fragmented global studies into a cohesive structure, demonstrating how global policies drive TVET interventions to produce a green-ready workforce, providing a practical roadmap for policymakers and educators.
Purpose This paper synthesises evidence on how Algeria's LMD reform has pursued professionalisation, and what happens when a global reform agenda is translated into a massified, resource-constrained, centrally governed system. Design/methodology/approach A systematic literature review (2004–2023) was conducted following PRISMA and a VALOR-informed verification procedure, combining 26 Algeria-focused studies with 11 non-Algerian LMD/Bologna studies for contextualisation and organising the synthesis through a macro-meso-micro framework. Findings Professionalisation is repeatedly stated in policy discourse, only partially stabilised institutionally and unevenly realised in pedagogical practices and graduate trajectories. It operates less as a coherent educational project than as a circulating reform category whose meaning and responsibilities shift across levels, often devolving expectations to institutions, staff and students. Research limitations/implications This review is limited by the size and heterogeneity of the available evidence, as relatively few studies analyse the concrete effects of the LMD reform on professionalization. Practical implications Professionalisation gains traction when supported by durable institutional mechanisms (partnership/placement infrastructures, workload recognition and minimum standards for internships) rather than relying on ad hoc arrangements and individual coping strategies. Originality/value This paper offers one of the few structured synthesis of professionalisation under Algeria's LMD reform, showing how it functions as an unstable reform category across system levels and mapping key blind spots to guide future research on reform travel beyond Europe.
Purpose This study develops a context-sensitive competency framework to support work-based learning (WBL) and work-integrated learning (WIL) in logistics and supply chain management programs in Vietnam. It aims to clarify which future ready capabilities should be prioritized for graduate career readiness and how these competencies can be translated into practical reference points for curriculum renewal, university industry collaboration and authentic assessment in workplace settings. Design/methodology/approach Guided by PRISMA 2020, a structured literature review synthesized 18 international and Vietnamese sources published from 2020 to 2025. Evidence was screened, extracted and integrated to generate competency statements and an organizing domain structure. A preliminary appraisal was then conducted with academic and industry experts to check contextual relevance and practical usability for Vietnamese labor market expectations and WBL design and evaluation. Findings The synthesis identified eight competency domains for future ready logistics graduates, covering general, functional, analytical, digital, business, environmental and safety, security and legal, and personal capabilities. Expert appraisal indicated that the framework is aligned with workplace expectations in Vietnam and is suitable for guiding the co-design of workplace learning tasks, supervision, feedback and assessment. The framework consolidates fragmented evidence into coherent criteria that can strengthen graduate transition to work. Research limitations/implications The review is limited by the number of eligible sources published during 2020–2025 and by the focus on Vietnam as an emerging Asian logistics labor market. The expert appraisal is preliminary and does not constitute full validation of the framework. Future research should test the framework through Delphi rounds with a larger stakeholder panel and apply quantitative validation using student and employer samples across multiple ASEAN contexts and different WBL formats. Practical implications The framework can be used to co-design WBL and WIL placements in logistics programs by mapping competencies to workplace tasks, supervision plans and assessment rubrics. It supports curriculum renewal by aligning learning outcomes with employer expectations and by clarifying future skills priorities for placement preparation, reflection activities and feedback processes. Employers can use it to structure mentoring and evaluate student performance consistently across placements Social implications Improved alignment between universities and employers can strengthen graduate employability and support inclusive access to quality workplace learning in Vietnam and similar Asian contexts. By highlighting sustainability, safety and digital capability alongside core logistics skills, the framework encourages responsible professional practice and safer workplaces. More effective WBL design can help reduce skills mismatches and support social mobility for students entering fast changing logistics labor markets. Originality/value The study offers an evidence based and reproducible competency framework tailored to an emerging Asian logistics labor market, addressing gaps where imported standards may not fit local job structures and training conditions. It integrates post 2020 future skills priorities such as digitalization and sustainability into context specific competency statements that can be directly used for university industry partnership discussions, WBL governance and the evaluation of authentic learning outcomes in the workplace.
Purpose This study examines students' participation patterns, motivations and challenges in tree-growing initiatives at the University of Dodoma (UDOM), Tanzania. Grounded in the theory of planned behaviour (TPB), the research investigates the extent of student engagement, the factors driving participation and the barriers to successful tree establishment on campus in a semi-arid context.Design/methodology/approach A cross-sectional quantitative survey was administered to 250 undergraduate students from the Department of Geography and Environmental Studies who had participated in campus tree-growing activities. The structured questionnaire employed Likert-scale, multiple-choice and open-ended items. Data were analysed using descriptive statistics, Chi-square tests and thematic content analysis.Findings All participants demonstrated awareness of and engagement in tree-growing initiatives, with 80% rating tree growing as "very important". Environmental concern was the primary motivation (53.4%). However, 43.3% of trees remained below 30 cm in height. Water accessibility was the paramount constraint (60%). A statistically significant relationship was found between participation frequency and perceived importance (chi & sup2; = 12.43, p = 0.014).Research limitations/implications The study is limited to one department at a single university and relies on self-reported data, including recall-based tree growth assessments. Future research should employ longitudinal designs, multi-institutional samples, mixed methods and systematic field-based tree measurements.Practical implications Universities in semi-arid regions should invest in water infrastructure, adopt drought-tolerant species, integrate tree care training into curricula, establish formal tree-growing policies and create monitoring frameworks.Social implications The findings highlight how universities in developing countries can serve as catalysts for environmental consciousness and community-level climate action through structured student engagement in greening programmes.Originality/value This study is among the first to apply TPB to student participation in campus tree growing in Sub-Saharan Africa. It provides empirical evidence on the intersection of higher education, environmental sustainability and student engagement in a resource-constrained, semi-arid context, advancing understanding within higher education, skills and work-based learning.
Purpose This paper examines how work-integrated learning (WIL) is conceptualised and implemented across Vietnamese higher education institutions. Drawing on collaborative governance theory and WIL frameworks, it analyses diverse WIL models – corporate-embedded, transnational, state-partnership, internationally co-delivered and enterprise-scale – to identify the governance logics, institutional strengths and persistent challenges that characterise WIL in Vietnam within the context of the Asian Century. Design/methodology/approach A comparative case study methodology is employed, drawing on institutional documents, published policy reports, peer-reviewed WIL literature and secondary data from six Vietnamese universities: FPT University, Royal Melbourne Institute of Technology Vietnam, the University of Economics and Law, the National Economics University, the Foreign Trade University and Ton Duc Thang University. The analysis is situated within Vietnam's higher education policy context and the broader Southeast Asian WIL landscape. Findings Vietnamese universities have developed distinct WIL models reflecting different governance logics and institutional relationships with industry. The cases examined suggest that collaborative governance structures play an important role in coordinating access to workplaces but do not fully determine learning experiences, which remain shaped by workplace affordances, mentoring relationships and individual student agency. The analysis further suggests that sustained and structured industry engagement, supported by shared accountability mechanisms, appears, on the available documentary evidence, to be associated with greater consistency in WIL arrangements than models relying primarily on short-term or voluntary participation. Research limitations/implications The study relies on secondary documentary sources and existing literature. Primary empirical research – including student surveys, supervisor interviews and longitudinal outcome tracking across institutional types – is needed to directly compare learning experiences and test the governance propositions developed here. Practical implications The study suggests that greater attention needs to be directed towards quality assurance mechanisms that address variation in WIL conditions, employer participation and student access to developmental opportunities. The experiences of FPT University and RMIT Vietnam demonstrate that closer university–industry coordination can support more systematic approaches to placement management, assessment and feedback. Originality/value This paper contributes to the scholarship on WIL in Southeast Asia by providing a comparative analysis of WIL models across multiple Vietnamese higher education institutions. Situating these developments within broader debates on higher education in the Asian Century, it examines how different governance arrangements shape university–industry collaboration and WIL opportunities. In doing so, it offers a systemic perspective on institutional diversity in WIL implementation within a rapidly evolving higher education context. Its specific contribution is an empirically grounded typology of five WIL governance models and a distributed-control argument that distinguishes governance over access to workplace learning from the workplace conditions that shape its quality.
Purpose The incorporation of Entrustable Professional Activities (EPAs) into pre-certification medical education programs remains a subject of debate. The Macquarie Doctor of Medicine (Macquarie MD), a four-year program culminating in graduates becoming eligible to commence an internship in Australia, was designed with a programmatic assessment framework that integrates EPAs within a comprehensive capability development design that includes the aggregation of multiple low-stakes assessment data into an assessment portfolio. The purpose of this project was to evaluate the effectiveness of EPA integration within the Macquarie MD program. Design/methodology/approach A mixed-methods design was used. Detailed reporting is provided on the decision-making processes underlying EPA implementation within the assessment framework. Quantitative data were obtained from student assessment outcomes across multiple cohorts. Qualitative insights were gleaned through surveys of students and clinical supervisors. Findings Analysis of outcome data from four graduating cohorts (n = 224) demonstrated that 95% of students achieved the standards necessary for internship eligibility in Australia, receiving either an “Available” or “React” supervision rating for all Stage 2 EPAs. Feedback from clinical staff and students indicated that both the overall assessment scheme and the inclusion of EPAs were positively received. Practical implications EPAs can be effectively implemented in a pre-certification medical education program. Inclusion of EPAs in the assessment framework is rated positively by students and clinicians. Graduates can meet the required EPA supervision levels for practice as an Intern in Australia. Originality/value The implementation of EPAs in a pre-certification medical program provided focused attention on core clinical tasks, fostering student confidence and supporting the development of trust with clinical supervisors in preparation for future clinical responsibilities.
This study aims to identify trends, gaps and opportunities related to curricular flexibility in virtual environments through a bibliometric analysis, focusing on how curricula and teaching methods adapt to students' needs and changes in the educational landscape. A bibliometric analysis was conducted following the PRISMA 2020 guidelines, using the Scopus and Web of Science databases. The study examined growth patterns, most-cited sources and thematic evolution. Results show quadratic polynomial growth in publications, with 2021 standing out as the most productive year. The most cited authors were Harden and Hart in the Medical Teacher Journal, published in the United States and the United Kingdom. Future research should address educational contexts in developing countries, particularly focusing on academic performance in virtual learning environments. It is also recommended to explore further the role of inclusion and digital technologies in higher education. This study offers an updated and structured overview of the research landscape on curricular flexibility in virtual settings. It highlights a thematic shift from early focuses such as volcanoes and volcanism to more current topics like remote learning, stakeholder engagement and blended learning, demonstrating a significant evolution in academic interests.
PurposeThis study aims to: (1) develop a stakeholder-based understanding of experiential learning (EL) approaches in hospitality and tourism (H&T) higher education; and (2) examine the impact of EL approaches on students' career intentions to pursue careers in the H&T industry.Design/methodology/approachThe present research adopted a mixed-method approach, encompassing two primary studies. The first study aimed to investigate experiential learning (EL) approaches and identify a comprehensive set of EL activities within the context of H&T higher education. This phase involved three key steps: a literature review to discern EL approaches and associated activities, a survey with a sample of 17 directors of H&T bachelor programs to gather insights from real-life programs and refine identified activities based on the literature, and a pretest completed by undergraduate students in the H&T Bachelor's program to validate the content validity of EL approaches. The findings from the initial study served as inputs for the second study, which employed a survey-based quantitative research approach.FindingsThe study explored four stakeholder-based EL approaches: classroom-based, community-based, laboratory-based, and industry-based. Notably, classroom-based and community-based EL directly influenced career intentions. While career exploration fully mediated the relationship between laboratory-based EL and career intention, it did not mediate the link between industry-based EL and career intention. Laboratory- and industry-based EL indirectly influenced career intentions through career commitment.Originality/valueThis study makes a novel contribution by being the first to investigate how stakeholder-involved experiential learning (EL) approaches influence students' career exploration, commitment, and intentions in the hospitality and tourism (H&T) industry, offering new insights into theory-practice integration in career development.
Purpose Accounting graduates are expected to possess non-technical skills that enhance employability and support their ability to navigate the evolving accounting industry. Employers identify relational skills, such as teamwork, communication, and interpersonal abilities, as essential for graduates entering the profession. Higher education is therefore tasked with cultivating students' relational skills. This study assessed whether and how research-based group work could be utilised to develop accounting students' relational skills. Design/methodology/approach A qualitative exploratory approach was used. Thirteen interviews were conducted with postgraduate accounting students who completed research-based group work. Data were analysed using thematic analysis. Findings Specific design elements of the research-based group work facilitated the development of relational skills. These include small group sizes, year-end presentations, academic research output, peer review, supervisor interaction and the scale of the module within the honours programme. Originality/value The findings provide valuable insights for designing group work assignments that foster the holistic development of accounting graduates. This study shows that research-based group work promotes relational skills in accounting students. These insights can inform educational practices, curriculum design and professional development initiatives that aim to prepare graduates for the evolving demands of the accounting profession.
