Purpose This study examines how Entrepreneurship Education Orchestration, defined as respondents' perceptions of the coherence, alignment, and continuity of university-linked entrepreneurship provision, is associated with Community-Based Enterprise Development through a direct relationship and three parallel indirect pathways involving ecosystem support, capability formation, and innovation capability. Design/methodology/approach A sequential mixed-method and multi-analytical design was employed in Indonesia. Survey data from 692 university-linked entrepreneurial actors were analysed using PLS-SEM, followed by fsQCA to identify sufficient configurations associated with high Community-Based Enterprise Development. Qualitative interviews with 25 informants provided contextual interpretation of the quantitative patterns. Findings Entrepreneurship Education Orchestration was positively associated with Community-Based Enterprise Development and all three parallel mechanisms. Ecosystem support, capability formation, and innovation capability were also positively associated with the outcome. fsQCA identified three sufficient configurations and no single necessary condition, indicating equifinality. Qualitative findings highlighted variation in support accessibility, practical fit, and continuity. Practical implications Educational managers should prioritise coherence, accessibility, and continuity across entrepreneurship-related learning and support while considering staff capacity, sustained follow-up, and the contextual needs of enterprise and community actors. Originality/value The study extends Resource Orchestration into entrepreneurship education by developing Entrepreneurship Education Orchestration as a construct distinct from ecosystem support, capability formation, and innovation capability. It advances a context-sensitive account of how coordinated university-linked entrepreneurship provision relates to community-linked enterprise development in an emerging economy.
Purpose This paper aims to synthesise evidence on block delivery, in which students study one module intensively at a time, and identify implications for institutional, work-based and employer-linked provision. Design/methodology/approach A rapid evidence synthesis searched seven EBSCO Information Services databases and Google Scholar on 17 December 2025. One researcher screened 722 records, included 22 sources, applied the Harbour–Miller evidence hierarchy and conducted a narrative thematic synthesis. Findings Block delivery was associated with focus, engagement and sometimes attainment, but the evidence was predominantly non-analytic or methodologically limited. Compression was rarely introduced alone: curriculum, active teaching, assessment and student support were redesigned concurrently. Reported gains therefore cannot be attributed to compression alone. Risks included reduced spacing, vulnerability to absence and concentrated staff workload. Research limitations/implications Single-reviewer methods, a restrictive search and predominantly Australian evidence limit causal and international inference. Research should isolate reform components and examine durable learning, retention, equity and staff well-being. Practical implications Institutions should treat block delivery as a pedagogical and organisational reform, not a timetable change. Adoption requires curriculum and assessment alignment, staff development and rapid support after absence. Social implications Block delivery may reduce competing demands for some students, but compressed attendance may disadvantage employed students, carers and others unable to recover quickly from absence. Originality/value This graded, decision-focused synthesis distinguishes timetable compression from the wider redesign accompanying it and extends the implications to work-based and employer-linked provision.
Purpose The expansion of higher education occurs through a greater diversification of incoming students, for example, older and workers students. This study aims to examine the career resources of working students and to identify possible distinct career resource profiles, in order to inform the design of a distance psychoeducational career intervention. Design/methodology/approach A sample of 237 working students completed a sociodemographic questionnaire and the Career Resources Questionnaire. Findings The results indicated high levels of career clarity and low institutional support among student-workers. Four distinct career resource profiles emerged among student-workers: balanced career resources, high identity resources with moderate remaining resources, low career resources, and high career resources, highlighting the need for differentiated career support practices in higher education. Originality/value Four distinct career resource profiles emerged, with clear implications for vocational psychology research and for the development of targeted career support practices in higher education.
Purpose This article examines the alignment between the skills demanded of future legal professionals and the curriculum mandated for Indian law degrees. It offers the first application of the future-skills cluster framework underpinning the QS World Future Skills Index to a single profession-facing discipline, using Indian legal education as the case. Design/methodology/approach A qualitative documentary analysis maps every component of the curriculum mandated by the Bar Council of India's Rules of Legal Education, 2008 against four future-skills clusters and digital/AI literacy, using a three-level coding scheme (direct, partial, absent). Curricular supply is then triangulated against employer demand evidence from the India Skills Report 2025, country-level alignment data from the QS World Future Skills Index 2027 and national labour-market analysis by NCAER. Findings Entrepreneurial capability and digital/AI literacy are structural gaps in the mandated curriculum; ethical instruction is present but confined to enrolment-oriented professional conduct; human-cognitive and leadership skills are exercised incidentally rather than taught or assessed as such. The discipline-level entrepreneurial void converges with the gap that QS independently identifies as India's largest national skills deficit. Legal education is additionally invisible in India's flagship employability measurement, removing the feedback loop through which other disciplines confront labour-market signals. Research limitations/implications The analysis maps the regulatory minimum rather than institutional practice, and demand-side evidence for the legal sector is inferred from economy-wide instruments. Both limitations define an agenda for primary research on legal employers and institutional curricula. Practical implications The findings support a periodic, market-referenced revision cycle for the mandated law curriculum, a mandated clinical paper on legal technology and artificial intelligence, relocation of entrepreneurial content into the compulsory core and structured practice pathways for legal academics. Social implications Access to justice depends on a steady supply of capable lawyers, many serving as sole practitioners in underserved regions. If artificial intelligence removes the junior work through which practitioners have traditionally developed, and curricula do not compensate, the resulting judgement deficit will fall hardest on litigants who cannot afford established counsel, widening existing inequalities in India's legal system. Originality/value The article contributes a replicable method for auditing a professionally mandated curriculum against future-skills frameworks, and advances the argument that artificial intelligence is dismantling the apprenticeship route through which legal judgement has traditionally been formed, converting curriculum reform from an employability question into a professional-formation question. The audit method is transferable: any profession or jurisdiction in which a statutory body mandates the curriculum can be examined in the same way, positioning the study as a case that speaks to curriculum evaluation across regulated professions.
Purpose Despite several policies, studies have revealed that the unemployment rate among Nigerian Higher Education Institution (HEI) graduates is the highest on the continent. Evidence shows that a comprehensive, practice-based Students' Industrial Work Experience Scheme (SIWES) within HEIs' academic programmes may enhance the skills required for engagement, particularly in engineering, technology and environmental science. However, attempts to enhance skills development via SIWES within HEIs' programmes may be challenging. This study explored perceived issues in the implementation of SIWES in HEIs and proposed measures to improve its implementation, enhance employable skills and, by extension, advance the achievement of the SDGs. Design/methodology/approach The researchers employed a qualitative design and collected data from 48 eligible Nigerian participants via virtual interviews. They also used an investigative method to engage participants and conducted a thematic analysis to analyse the data. The study achieved saturation. Findings The research results show that an improved SIWES Scheme can develop HEIs students' employable skills. Poor incentives and delays in SIWES payments, inadequate sensitisation of SIWES students, inadequate placement of SIWES students, chronic institutional corruption, poor funding and poor collaboration between academia and industry were identified as hindrances to implementation, and measures were proposed to address them. Originality/value The adopted theories (Vygotsky and Piaget) support the framework for revamping the SIWES Scheme for engineering and technology, as well as environmental science, to align with best practices, develop graduates' employability skills and, by extension, improve the achievement of SDGs 3, 4, 8 and 9.
