Purpose Bioentrepreneurship remains an emerging and conceptually elusive field that requires students to engage with diverse forms of knowledge, judgement and practice across disciplinary and professional boundaries. Yet, little is known about how students experience learning within this field or what these experiences reveal about the knowledge and practices that constitute bioentrepreneurship This study explores what students perceive as troublesome when learning bioentrepreneurship and how they navigate these challenges, while also contributing to the understanding of student learning and to the conceptualisation of bioentrepreneurship itself. Design/methodology/approach This study uses “troublesome knowledge” and “ways of thinking and practising” to explore what students perceive as challenging when learning bioentrepreneurship and how they navigate these challenges. The study draws on semi-structured interviews with 13 students and alumni and a group interview with four faculty members. The data were analysed using a reflexive thematic approach. Findings Two themes were developed: (1) “The inherent ambiguity of bioentrepreneurship”, capturing transitions between the integration of natural and social sciences and (2) “Engaging with the practical realities of bioentrepreneurship”, by applying theory, balancing the self and the collective and adapting a (bio)entrepreneurial mindset. Originality/value The study combines the concepts of “troublesome knowledge” and “ways of thinking and practising” to explore learning in bioentrepreneurship, offering a novel analytical approach to an emerging interdisciplinary field. By examining students’ experiences, it generates new insights into bioentrepreneurship learning and contributes an empirically grounded conceptualisation of bioentrepreneurship as a practice of navigating and bridging disciplinary, professional and epistemological boundaries.
Purpose Universities are increasingly adopting institutional policies on academic integrity (AcI) and artificial intelligence (AI), but it remains unclear whether these expectations are translated coherently into the course-level documents that govern students’ learning and assessment. This article therefore examines how AcI and AI, including generative AI (GenAI), are articulated in official teaching guides for Spain’s Master’s Degree in Teacher Training, and whether guidance is embedded coherently across course design. Design/methodology/approach A documentary content analysis was conducted on 254 publicly available guides from 68 universities. Explicit AcI and AI references were coded across objectives, competencies, learning outcomes, activities and assessment. Two formative diagnostic indices measured breadth of coverage across these five sections. Mann–Whitney tests compared university and subject types; 25% of the corpus was independently double-coded. Findings AcI was mentioned in 53.5% of guides but was concentrated in assessment and competencies; 46.5% contained no valid reference. Explicit AI guidance remained marginal (6.3%) and primarily assessment-centred. Private universities showed slightly broader AcI coverage, public universities slightly broader AI coverage and Final Master’s Project guides substantially broader AcI coverage. Research limitations/implications The indices measure documentary breadth, not the quality, depth or implementation of guidance, and guides are nested within universities. Practical implications Programme leaders should integrate task-specific integrity and AI expectations across outcomes, activities, assessment, disclosure and formative support, with attention to future teachers’ professional AI literacy. Originality/value The study provides a large-scale, programme-specific audit and a transparent method for benchmarking cross-sectional curricular integration without treating document coverage as a quality score.
Purpose This study aims to understand how entrepreneurial effort is allocated by differentiating between productive and destructive pathways. It examines how cognitive drivers (attitudes, subjective norms and perceived behavioral control) and environmental valuations (trust-based networks and status incentives) interact to steer entrepreneurship students toward value-creating or value-destructive entrepreneurial intentions in an emerging economy marked by institutional complexity. Design/methodology/approach Building on an integrated framework that synthesizes the Theory of Planned Behavior (TPB) with institutional and social capital theories, we developed and tested a dual-pathway structural model. We collected data from 783 entrepreneurship students across nine Iranian universities. We used Partial Least Squares Structural Equation Modeling to test two separate models for productive and destructive entrepreneurial intentions. Findings Core TPB relationships were supported for both pathways, but critical asymmetries emerged. Closeness valuation significantly strengthened attitudes toward productive entrepreneurship but did not influence the destructive pathway. Social valuation played a dual role: promoting productive intentions by strengthening perceived control and norms, while also inhibiting destructive intentions. Formal testing of comparative hypotheses revealed that attitude and subjective norms were significantly stronger drivers of destructive intention, while perceived behavioral control was more influential for productive intention. Originality/value The study unpacks entrepreneurial intention into distinct ethical pathways, introducing a dual-pathway model specifying how identical environmental factors produce opposing effects depending on a venture's ethical valence. It provides rare empirical evidence from Iran's understudied entrepreneurial ecosystem and demonstrates how institutional voids shape intention pathways. The findings offer actionable guidance for educators and policymakers designing entrepreneurship education interventions that cultivate productive entrepreneurship while mitigating destructive practices in emerging economies.
Purpose This study estimates slow-employment prevalence at graduation, compares it with the university's full-cohort rate and examines adjusted associations of demographic, GPA, family-context and psychological factors with slow-employment status. Design/methodology/approach A cross-sectional survey yielded 385 valid responses. Work values and career self-efficacy (CSE) were assessed using established measures. SPSSAU analyses comprised descriptive statistics, non-parametric comparisons, Spearman correlations and two nested binary logistic regression models. Findings Slow employment accounted for 14.55% of respondents, close to the full-cohort rate of 15.31%. Relative to GPA <2, GPA 2 to <3 (OR = 4.11), GPA 3 to <4 (OR = 3.52), lower SES (OR = 2.70), and neutral parental stance (OR = 2.81) were associated with higher odds. Work values were not significant after adjustment, overall CSE was not associated with slow employment, and adding both did not significantly improve model fit. Practical implications Universities may benefit from differentiated support that considers GPA alongside family context. Time-bounded plans can combine examination preparation with continued job search for students pursuing competitive postgraduate or public-sector examinations. Lower-SES graduates may benefit from support for identified financial or mobility constraints, while family-facing guidance may help where timelines or alternatives remain unclear. Originality/value The study adds multivariable evidence to a literature often based on descriptive or bivariate analysis. It distinguishes slow employment from NEET and gap-year status, identifies factors that remain associated after adjustment, and tests whether work values and career self-efficacy add explanatory value beyond background factors.
Purpose This study examines how employers in China evaluate graduate employability under technological upgrading, focusing on skill requirements, recruitment screening, talent demand and higher education–industry alignment. Design/methodology/approach Drawing on 170 employer responses, the study combines comparative, regression and cluster analyses with robustness checks, including equivalence testing using the Two One-Sided Tests (TOST) and multiple-testing correction. Findings Employer reports indicate differentiated adjustment: industry-leading firms more often report labour-demand expansion, whereas industry-average and lower-tech firms report contraction or stagnation. Technical and non-technical roles converge on a practically equivalent employability core. Future demand follows a hybrid screening logic, combining stronger demand for innovation-oriented, composite and cross-domain profiles with intensified field-of-study matching. Higher education is viewed as partly aligned, particularly in practice and theory–practice integration. Reported graduate deficiencies do not systematically correspond to lower higher education evaluations, indicating partial decoupling between perceived skill gaps and institutional evaluations. Originality/value This study makes three contributions. First, TOST equivalence testing establishes cross-role convergence in core employability competencies, extending evidence on social and cognitive skills. Second, the coexistence of broader competence demands and stronger field-of-study matching identifies a hybrid screening logic rather than a linear shift from disciplinary credentials to generic competencies. Third, decoupling between reported graduate deficiencies and corresponding higher education evaluations shows that perceived mismatch is not direct evidence of deficiencies in higher education provision. These findings are situated within China's policy-intensive environment of industrial upgrading and industry–education integration.
