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Background: In older couples, everyday occupations need to be adjusted when one of the partners experiences a health decline. Gender dynamics will play a role in this process, yet there is little understanding about how gender can influence and shape changes in couples’ occupations. Aim: To understand the changing occupations of old, independent-living couples when becoming caregivers and care receivers, through a gender lens. Methods: A narrative-in-action methodology with a case-study design has been chosen to enable an in-depth analysis of one couple. Besides joint and individual interviews with both partners, observations were made of their everyday occupations. The analytic process was interpretative, using gender theory as a lens for understanding. Results: In the couple’s narrative there was a difference in the time spent on, and meaning given to, occupations performed by each partner to sustain everyday life. The wife was heavily enrolled in taking care of her husband, a gendered pattern that was rooted in their spousal history. While her efforts were taken-for-granted, his efforts were acknowledged as special. Conclusion: The adjustment of the everyday occupations of this older couple were gendered, and led to a disappearing of the woman’s occupations and the care she was giving. © 2023 The Association for the Journal of Occupational Science Incorporated.

This article analyses the role of immigration policy as a distinct source of skills supply in liberal market economies. It draws upon interviews with representatives of employer associations and trade unions in the Australian construction and hospitality industries to identify how labour market actors make sense of the function of immigration policy. Rather than ‘complementing’ or ‘undermining’ training and other domestic labour market institutions, as is often assumed, immigration policy can serve to remedy the systemic failures of these institutions to supply skills in the short term. However, overreliance on immigration can disincentivise reform of the labour market institutions necessary to generate adequate skills supply in the long term. The findings suggest the need to reconceptualise the function of immigration policy in terms of its distinct rather than equivalent functions to labour market institutions. © 2023 The Authors. Industrial Relations Journal published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

This article argues that current Supply Chain Management (SCM) education and training is inadequate to meet the human capital needs of industry. To bridge this gap, we propose the development and deployment of SCM educational programs that provide learning opportunities earlier in students’ educational journeys. We argue that such programs should be based on self-directed learning of SCM knowledge, business concepts/skills, and their real-life application with help from industry partners. We present a case study of a four-way partnership SCM educational program for high schoolers, which utilizes a project-based learning method. Survey data and focus group discussion revealed positive developmental learning outcomes, the program's uniqueness, and challenges such as lack of awareness, expertise, and industry partners. We evaluate the efficacy of this four-way partnership among industry, government agencies, universities, and high schools and discuss the importance of “champions” for each partner. Our findings offer a scalable educational model that leverages multi-stakeholder engagement to address the SCM talent and educational conceptual gap. © 2023 The Authors. Decision Sciences Journal of Innovative Education published by Wiley Periodicals LLC on behalf of Decision Sciences Institute.

Background: Competence-based education (CBE) highlights the important position of clinical nursing teachers and stipulates additional requirements for them. However, research on the core competence of clinical nursing teachers remains lacking, which has hindered their development and the cultivation of nursing students. Objectives: Developing and verifying a core competence instrument to evaluate clinical nursing teachers' competence in clinical settings and provide empirical guidance for their development. Design: A mixed-methods study including qualitative and quantitative methods. Settings: Primarily, 9 universities and hospitals throughout China. Participants: Fourteen nursing experts and 2 students participated in the qualitative study, and 626 nursing professionals ultimately participated in the quantitative study. Methods: The instrument was developed based on behavioral event interviews and expert consultation as well as exploratory factor analysis using a cross-sectional survey, following which the instrument was verified by confirmatory factor analysis. Results: A 4-factor core competence instrument for clinical nursing teachers was developed and verified; the four factors included education and teaching competence, clinical nursing competence, management competence and professional awareness and attitude, and the instrument included 25 items in total. The instrument has an explanatory degree of 90.58 %, and it exhibits good reliability and validity as well as a good fit to the data. Conclusions: This instrument can provide theoretical guidance for the development of clinical nursing teachers and can be widely used as an effective tool in practice. Nursing administrators and educators should implement policies and programs to help clinical nursing teachers improve their competencies with regard to these four aspects, which can play an important role in the development of nurse education. © 2023

Research has shown that people with disabilities (PWDs) are significantly disadvantaged within the areas of school enrolment, educational attainment, and learning, particularly in developing countries. In Ghana, the Inclusive Education (IE) Policy was established in 2006 to ensure the full participation of all PWDs in schools. The purpose of this study was to document the barriers and facilitators to the implementation of the IE Policy of Ghana. The research employed a case study in which eight education professionals and leaders (major stakeholders) were selected for their key roles in forming and implementing the IE Policy of Ghana and individually interviewed. The transcript of each participant’s interview was coded and thematically analysed, after which a cross-case analysis was conducted to identify common themes. The findings of this study point to a number of implications for future policy and practice, including the critical need for accurate data on PWDs in the Ghanaian school system that policymakers, faculty, and administrators can use to better support PWDs. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

The development of modern technologies, applying pedagogical principles, has enabled a new educational paradigm of teaching and learning in visual art. The basic task is to cultivate creative ability, human aesthetics, and appreciation. Using e-learning can encourage students to become more aware of themselves. Communicating and feeling connected to others are critical for students in online settings. The purpose of this article is to provide an overview literature in e-learning, art education, educational technology, and other education-related fields, to articulate: 1) what is currently known about online teaching and learning, (2) how the field has been conceptualized in the various research in education, and (3) what might be useful areas for future research. The database from Scopus, Mendeley and ERIC from the year 2020 – 2022 were used. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to recognized standard for executing advanced systematic literature review to select articles and undertook thematic analysis to analyse the data. The review indicates that, the e-learning strategy depending on the teacher’s credibility and level of learner’s technology literacy. While the online learning experience in art education represent utilization of IT and multimedia in generating creative thinking skills and product innovation. © 2024, Semarak Ilmu Publishing. All rights reserved.

This article focuses on the impact of an entrepreneurship education program on nascent student entrepreneurs. It is based on the implementation of the French-language program “Étudiant-entrepreneur… Oui, c’est possible” (Student-entrepreneur… Yes, it’s possible) in different faculties at the Hassan I University in Morocco. The study used a pretest-posttest research design with 32 participants trained in the program and 30 participants in the control group. The results show that the program significantly improved knowledge, skills, or competencies about starting a business, entrepreneurial self-efficacy (ESE), and entrepreneurial behavior (marginally), but not entrepreneurial attitudes and intentions. Under the assumption that strong attitudes and intentions are prerequisites for becoming nascent entrepreneurs, the present results suggest that specific content training coupled with pedagogical approaches adapted based on progress in the entrepreneurial process benefits those with insufficient knowledge and ESE as they work to develop their entrepreneurial ideas. © The Author(s) 2023.

The pedagogical development (PD) for educators in higher engineering education is indispensable to the promotion of educational changes and high-quality teaching and learning necessary to train twenty-first century engineering talents. With the expansion of various PD activities in engineering education in recent decades, there is a growing need to understand the characteristics and impact of current PD activities and to develop strategies for their further development. This study reviews 116 articles to provide an overview of current PD activity designs and the challenges reported in research on engineering education. The selected papers’ frameworks, duration and organizational formats, evaluation methods, teachers’ learning outcomes, research methods, and reported challenges are summarized. The findings of this study call for additional research on theory-driven designs for future PD activities as well as additional empirical PD studies using multiple data sources, a variety of research methods, and various analytical tools. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: Revisions to the UK Health and Care Professions Council (HCPC) standards of proficiency for diagnostic radiographers came into effect on September 1st 2023. Changes include an increase of proficiencies in CT and extended to MRI imaging. As workforce support the development of learners to meet stage outcomes in practice, this study aimed to understand the radiographers' expectations of future learners' training to meet the new standards of proficiency. Methods: Snowball sampling was used to invite practice educators/student supervisors and department leads within the 21 NHS Trusts in the North East and Yorkshire region providing diagnostic radiography practice placements. Online focus groups used a semi structured topic guide to explore the expectations of student performance during different stages of their training, and on different types of pre-registration programmes. Participants views were sought on considerations for appropriate assessment. Thematic analysis was supported by NVivo software. Results: Fifteen diagnostic radiographers across 11 NHS trusts participated in 5 focus groups in November 2022. The findings showed consistency in expectations of student performance in projectional radiography, patient care and communication. Participants felt some standards of proficiency were beyond threshold competency, or current practices were a barrier in supporting learning. Participants felt assessment over a period and range of examinations in the clinical environment gave a fairer picture of student performance. Conclusion: There is uncertainty and perceived barriers in supporting future diagnostic radiography training in the practice setting. Implications for practice: Further work will be needed to identify and support appropriate learning opportunities and stage outcomes if learners are to meet the breadth of HCPC standards of proficiency with some consistency. © 2023 The Authors

This review examined the impact of online learning environments (OLE) on acquiring transferable skills (TS) through an analysis of 31 papers from the Web of Science database. Significant attention is given to critical thinking and communication skills, with moderate consideration given to creativity, problem-solving, and cooperation skills. Lesser emphasis is placed on negotiation, decision-making, self-management, resilience, and participation, while respect for diversity and empathy skills remains unexplored. STEM dominated the research focus in many articles, primarily focusing on higher education institutions, with limited attention to primary and secondary schools. Learning management systems (LMS) and online platforms are widely used for teaching TS. Quantitative research methods predominated, emphasizing the cognitive dimension of TS, and limited exploration of the social dimension. Therefore, OLE significantly impacts TS development, contributing to a more knowledgeable society, improved education, lifelong learning, personal empowerment, enhanced employee skills, and entrepreneurial outcomes fostering economic development. OLE also plays a pivotal role in nurturing civic engagement, peace, and social harmony. However, some articles underscore negative consequences, including challenges in communication skill development, prolonged adjustment periods, and increased challenge for learners. According to the review's findings, the authors provide recommendations to teachers, educators, curriculum designers, and researcher. © 2023 Informa UK Limited, trading as Taylor & Francis Group.