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The focus of this paper lies in our special interest in women leaders and those aspiring to leadership positions in schools and other educational contexts within Australia. Leadership is a gendered concept, and due to a myriad of factors including conscious and unconscious bias, and the challenges of balancing career with other life commitment, the reality is that women's career journeys are different from men's. Women's unique career trajectories have implications for achieving their leadership potential. In addition to reviewing some of the extant literature in the area of women in educational leadership, we share our experiences and reflections based on our research and the leadership development programmes we have run for women mainly in Australia. These programmes have reinforced to us their value, place, and contribution to enhancing women's capacities for leadership. In this paper, we address the following four key questions as they pertain to women leaders within the Australian context: (1) Why a focus on gender and leadership? (2) What are some of the barriers impeding women leaders? (3) Why is it important to have multiple faces of leadership? (4) Why is women's leadership development everyone's responsibility?

Purpose: The purpose of this paper is to discuss the challenges the author had encountered and the counter-strategies she had adopted to overcome them while conducting ethnography for the first time during her doctoral research. In this paper, the author hopes to provide guidance for future researchers by discussing the role she played in her research, the experiences she gained as a result of it, the difficulties she faced and the strategies she employed to overcome these difficulties. Design/methodology/approach: Following the social constructionist perspective, this paper analyses the experience that the author had gained during her field study. As a novice researcher, the author entered the field to study the relationship between caste and occupational mobility. The caste that she had selected was the Kansari caste to which the author belongs. Therefore, her position as a researcher while conducting ethnography became a crucial part of the methodological challenges the author faced. While insider ethnography has its advantages and disadvantages, this paper does not discuss these aspects of the methodology. Instead, it discusses how, as a novice researcher, the author had to negotiate her position as an insider and outsider. Findings: While analysing her experience as a novice researcher, the author found that her journey of conducting insider ethnography was of rediscovering herself as a Kansari as well as a researcher. Through this research, the author found that as an insider ethnographer, certain strategies had to be adopted in the field by the researcher to be objective and unbiased throughout the research process. For example, whenever the author conducted an interview, she tried to try to say less, listen more and be as objective as possible, without allowing her preconceptions to influence the information she gathered from the field. Originality/value: This is an original paper based on the primary data collected by the author.

Against a background of Bologna process goals to improve employment prospects for PhD graduates, and the crisis of precarious employment conditions and prospects afflicting postdoctoral researchers -- hitherto postdocs, the OECD ([2021], "Reducing the Precarity of Academic Research Careers." In "OECD Science, Technology and Industry Policy Papers." Paris: OECD Publishing,) called for research into postdoctoral careers and the precarity phenomenon. This paper responds by giving attention to career breaks as these represent a prevalent but under researched aspect of postdoc precarity in the contemporary academic labor market. Utilizing a substantial international mixed-method dataset with a sample of 950 postdocs, the study examined experiences and perceptions of the professional and personal implications of academic career breaks. Results reveal significant differences between males and females in key areas: maternity was the main reason for females' career breaks, and redundancy/end of contract for males. Females resumed employment more with the same employer and males with a different employer. Support surrounding career breaks was mixed, largely inadequate, but not associated with gender. Perceptions of career breaks differed significantly across groups of postdocs that previously experienced a career break, those on a career break, and postdocs that had never had a career break. The latter two groups perceived negative career outcomes and positive personal outcomes more than postdocs who had previously had a career break, however, significant gender differences indicate females were more negative about the personal implications of career breaks. Discussion of the findings concludes that under neoliberalism postdocs represent a growing lumpen proletariat, leading to recommendations for policy, practice and further research into gender, precarity and postdoctoral careers.

One of the main challenges in modern labour markets is to improve the mobility and employability of workers among workplaces, jobs and roles. This paper explores the factors that might influence people's beliefs about and attitudes towards the mechanisms for improving employability through training. We develop a research model and test it in Israel using surveys that were distributed at two points in time - before and during an acute crisis in the labour market - the Covid-19 pandemic. Perceptions about personal mobility and employability and prior educational experience play a major role in explaining citizens' attitudes towards training. Beliefs about the effectiveness of government training providers as well as employment security are relatively marginal in explaining the demand for training. Policy implications follow.

Jane Frazee, an American music educator, administrator, and author has contributed to music education in the United States. This article surveys the impact of her efforts from 1960 to 2015. A pioneer member and past president of the American Orff-Schulwerk Association (AOSA), she taught music to children and adults using the Orff approach and has presented at workshops, clinics, and conferences throughout the United States, as well as internationally. She authored several books and Orff arrangement collections, and her articles have been published in prestigious professional journals and other publications. This paper addresses Frazee's early life, training, influential individuals, teaching of children and adults, and her work with AOSA. Her roles in the founding and administration of Orff certification and graduate programs in music education in Minnesota are discussed. Lastly, Frazee's role as an author and the influences of her publications on music educators in the United States were also examined. Although retired from teaching and administration, Frazee continues to publish and inspires current and future generations of music educators.

Power engineering certification in Canada comprises a hierarchical, graduated system available to both young and adult learners. This paper offers insight into the knowledge gap regarding factors influencing Canadian power engineers' decision to pursue advanced certification in the Provinces of British Columbia and Alberta, with implications for adult learning in the power engineering sector of Canada. Comprehension of factors that influence intentions for power engineering certification may illuminate barriers and enablers to adult learning and provide evidentiary knowledge to support a format that facilitates advancement of certification. The research methodology was quantitative correlational design in which linear and logistic regressions employing a modified Bonferroni equivalent alpha were utilised. An original survey was developed for the study and pilot tested for validity and reliability. The sample comprised 1st, 2nd, and 3rd Class power engineers in British Columbia and Alberta. The dependent variable (DV) was the power engineers' advancement intention. In the context of this paper, advancement intention is an influence leading to the inclination or reluctance to pursue promotion, succession, or advancement in employment. The independent variables (IVs) were time commitment, educational support, locus of control, time elapsed since previous certification, responsibility, and peer appraisal. Revealed in the results were positive, statistically significant relationships between the DV of advancement intention and three of the six IVs. Time commitment, responsibility, and elapsed time exert statistically significant effects on advancement intention (DV). The three remaining IVs that did not exhibit significant relationships with the DV were educational support, locus of control, and peer appraisal. This indicated that the IVs of educational support, locus of control, and peer appraisal did not significantly influence the DV when compared to the significant influences of time commitment, responsibility, and elapsed time on the DV. Comprehension of the influential factors regarding the intention of Canadian power engineers to pursue advanced certification may assist industry and academia with insight into the barriers and enablers to higher certification, and the correlation of decision factors with advancement intention.

This paper aims to better delineate the patterns of mobility and turnover of rural principals in Texas. Specifically, the authors examine the patterns of movement into, within, and out of rural principal positions, as a means to gain a better understanding of the forces of 'draw' within rural areas and 'drain' out. The study consisted of a sample of 22,385 principals in Texas from 1995 to 2015, representing the population or rural principals in the state. Using methods including OLS and logistic regression as well as discrete time hazard modeling, the study aims to capture the general trends of rural principal mobility to better inform policy interventions. Results demonstrate that: (1) Rural districts tend to hire candidates from rural backgrounds; (2) Rural principals are much less likely to transfer out of the rural context, but tend to switch positions at similar rates as nonrural principals; and (3) Rural principals turnover at similar rates as nonrural principals. The paper includes a discussion and policy recommendations for facilitating healthy rural principal recruitment and retention.

Purpose: The purpose of this study is to examine the effect of succession planning practice (SPP) on employee engagement (EE) and employee performance (EP) in Malaysian private universities (MPU). Design/methodology/approach: This paper used a survey research design, and the study unit of the analysis consists of the academic staff of MPU. In the selection of the sample from the focused respondents (10,473) of the study, a stratified and simple random sampling method was used, and the study sample consists of 314 MPU academic staff. A questionnaire was used to collect data from the focused respondents while partial least square-structural equation modeling (PLS-SEM) was used to test the study hypotheses. Findings: The findings revealed that SPP has a significant effect on EP, and the relationship between SPP and EP is partially mediated by EE. Practical implications: Sound succession systems for achieving academic staff performance should be put in place by the university management. Furthermore, the outcome of this research urges the policymaker to come up with a sound policy that can allow internal talents of the university to hold key leadership positions of any nature when the need arises before considering external talents, with that the talents will be satisfied and put decisive effort to achieve a positive result. Originality/value: This paper has made a significant contribution to the knowledge and operationalization of the EE, EP and SPP literature. The research also assists the university management to mobilize qualified and talented staff for an unexpected and sudden resignation of staff which saves the university the cost of hiring and development, and at the same time, it encourages internal hiring.

The paper proposes a counterfactual analysis to estimate the causal effects of college expansion on the changes in income and occupational prestige of young people in Taiwan. The public attributes the rapid expansion of higher education in Taiwan in the mid 1990s as a significant cause of stagnant wage growth and high unemployment rates of college graduates in recent years. The primary concern in evaluating the policy consequences of educational expansion should be on those who would respond to expanded opportunities for education. In this paper, we use the data collected by the Panel Study of Family Dynamics in Taiwan to identify a pre-expansion cohort and a post-expansion cohort. We then use the matching method and the difference-in-difference (DID) model to estimate the impact of expansion on the changes in income and occupational prestige of three counterfactual groups: 'always-takers', 'compliers', and 'never-takers'. The results show that the impact of college expansion decreased the advantage of always-takers and benefited compliers in both income and occupational attainment of their first job. The adverse effects of college expansion suffered by always-takers disappeared after working for either 10 or 15 years, which fits the prediction of the signalling theory.

A growing body of literature has focused on issues of migration in career development and guidance, however typically this research has focused on international migration rather than migration within a country's borders. This paper presents a specific case study of internal migration in the UK context, focusing on young people from two island communities as they move through higher education and into the working world. The paper is specifically focused on the importance of cultural differences, including workplace cultures, with regard to students' career development. The findings demonstrate the relevance of internal migration pathways to career development and indicate that a culturally informed approach to career guidance practice is important when working with internal as well as international migrants.

Occupationally mobile families exist in multiple forms globally. While these families contribute significantly to the socioeconomic life of the locations that they traverse, sometimes their mobilities generate hostility in those locations. This hostility in the form of an anti-nomadic/sedentarist ideology creates corresponding difficulties for the schooling options and outcomes of the children of these mobile families. This paper explores the educational applications and implications of the anti-nomadic/sedentarist ideology as experienced by occupationally mobile families globally, and investigates also several successful schooling approaches for their children. The analysis identifies effective forms of schooling provision implemented in specific ways in these distinctive learning contexts. The author posits that 'innovative' in relation to the education of occupationally mobile communities is enacted in the historically constructed and materially grounded mobilities of each community, and 'works' and 'makes sense' only when conceptualised with references to those mobilities.

Purpose: The purpose of this paper is to determine the relationships between learning opportunities, person-organization fit, self-directedness career attitude and job hopping among generation Y employees in Malaysian small medium enterprise (SME) service sectors. Design/methodology/approach: Research data was gathered from a sample of 203 generation Y employees from SME service sectors in Malaysia. Partial least squares structural equation modelling is used to perform the data analysis in the present study. Findings: The results demonstrated that person-organization fit and self-directedness career attitude correlates significantly with job hopping among generation Y employees. However, there is no significant relationship between learning opportunities and job hopping. Research limitations/implications: This study provides an empirical framework for explaining the job hopping among generation Y employees in SME service based on the review of related careers. Originality/value: This study offers new insights into the predicting factors of job hopping among generation Y employees in the Malaysian context specifically.

This paper investigates to what extent the returns to a PhD depend upon the region of birth and the place of work. We examine the career paths of eastern and western German PhD graduates and estimate the returns to obtaining a job suited to their skill level and with high wages. Our data set combines information on graduates and their place of birth with administrative data. We find that the place of work rather than the region of birth affects labor market outcomes. Due to lower mobility, eastern German graduates profit less from adequate jobs located in western Germany.

This paper is a meta-analysis of qualitative studies on international scholars migrating to academic peripheries. In contrast to studies focused on relocating to the US and other global centers, or those focused on 'star faculty,' these studies reveal a different face of international migration. By examining 19 studies from all over the world, we identified eleven common themes centered around: institutional motivations to hire international faculty, individual motivations to seek employment in the peripheries, the specificity of migration and recruitment processes as well as various integration problems associated with choosing a career in less popular destinations. This analysis offers an overview of in-depth national cases, which is interesting for cross-cultural researchers and students of particular peripheral systems. We demonstrate that foreign-born scholars in the peripheries are very often motivated by factors that would be negligible in the analysis of academic migration to centers and face different challenges.

In recent years, Chinese college graduates have faced a challenging employment situation, calling for an analysis of the social stratification function of higher education. This paper used linear regression to analyze factors influencing the occupational status attainment of college graduates. The social stratification function of higher education was found to be significant. Educational factors were essential for occupational status attainment. Nevertheless, new graduates' occupational status could also be affected by individual and family factors. On the whole, college graduates achieved stratum promotion. Men had higher occupational status and longer mobility distance than women, and rural graduates had higher occupational status and longer mobility distance than urban graduates.

This exploratory paper presents insights from a qualitative interview-based study of the academic identity-building among a group of early career researchers working in the field of education across the European higher education space. Set against a policy background framed by the initiatives in European higher education and research policy, geared towards a production of a mobile, entrepreneurial researcher in pursuit of 'valuable' knowledge, the respondents' narratives reveal individual complexity, but also emerging patterns of professional identification. We identify the traditional academic values of creating and sharing knowledge validated by an epistemic community, and pursuing autonomy and collegiality in research, as still dominant, however, find these interacting with the demonstration of a strong proactive, entrepreneurial spirit, and a lack of institutional attachment. The narratives indicate the availability of supportive, encouraging communities as being of high significance, and contest the notions of Europeanisation and the utility of geographic mobility in researchers' identities. The paper discusses different types of academic identification driven by value orientation and social attachment that emerged from the early career researchers' interviews, alongside pervasive issues around mobility raised in most narratives, and concludes with suggestions for further study.

Drawing on the concept of hypermobility, the paper examines a case of study-abroad mobility from a governmentality perspective. Based on a critical analysis of policy texts and interviews with Irish students who have taken part in the Erasmus exchange programme, it argues that under the conditions of neoliberal globalisation, the normalisation of study abroad aims to produce self-governing practices that align with dominant discourses promoting voluntarist attitudes to labour mobility. These dispositions, described as hypermobility, are an additional dimension of the flexible, entrepreneurial subject imagined in neoliberal societies. The paper examines the discourses and practices at state and institutional levels and how they circulate and impact on students' subjectivities -- analysing affective detachment from home and cosmopolitan sociability as self-disciplining practices that align with the production of neoliberal hypermobile subjectivities.

Translanguaging has now become central to a sociolinguistics that foregrounds globalization and mobility as key concepts for grasping human beings' capacity to engage with and draw on both multiple linguistic -- including named languages -- and semiotic resources dynamically and in combination for the purpose of meaning-making (García, Ofelia & Wei Li. 2014. "Translanguaging: Language, bilingualism and education." New York: Palgrave/McMillan; Li, Wei. 2018. Translanguaging as a practical theory of language. "Applied Linguistics" 39(1). 9-30). The contributions collected here testify to the growing importance of translanguaging as a theory and practice within contexts of unprecedented mobility, namely educational and work environments, bringing to light processes of circulation of linguistic and semiotic resources across both physical and digital spaces involving the development of communicative practices as well as subjectivities and identities.

This paper explores the relationship between workforce competence, migration, and quality improvement in the Asia-Pacific through analysis of Early Childhood Education (ECE) policy texts from three East Asia Summit countries. Content (word level) analysis of salient policy texts was undertaken to address two questions: How are culture and diversity "conceptualized" in these texts? How are diverse educators "positioned" in these texts? We show that, despite differing historical trajectories of ECE, policy frameworks in all three countries fail to sufficiently acknowledge the potential contribution of migrant educators to quality improvement initiatives. We conclude by calling for greater attention to workforce mobility and diversity in ECE policies, and for further research into the untapped competence of migrant educators.

As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs' implementation, students' performance or teacher training, but not on their contribution to graduates' self-perceived linguistic success (understood as a combination of intercultural competence, international mobility and employability). Therefore, this paper studies whether Spanish bilingual education results in higher self-perceived competences. An instrument examining these three elements is applied, and Facebook Audience Insights is used for sample targeting. Findings prove that Spanish bilingual education graduates have higher self-perceived intercultural competence and international mobility. In terms of gender, women who have participated in Spanish bilingual education show higher self-perceived intercultural competence, whereas men who have studied in these programs consider themselves more interculturally competent and mobile. Conversely, there is no evidence of more positive self-perceived employability than in monolingual education. All in all, participation in a Spanish bilingual program is demonstrated to be an influential factor in self-perceived global linguistic success, employability, and intercultural competence.

In this paper, we examine 15 academics who crossed national borders in response to the strong pull of recruiting efforts from a Korean university. These foreign professors at the case university are on tenure-stream and teach regular academic courses in various academic departments and colleges. By discussing their motivations for global mobility, their professional experiences and plans for crossing national borders in the future, we found that these professors seek to remain within a boundary, preparing for the possibility of future mobility. Therefore, the seemingly fluid global mobility of highly educated academics has many layers of boundaries which are tightly connected by the cultural and language proximity academics have. With this, the concept of segmented mobility (e.g. physical or profession versus personal or psychological) is developed in the context of global mobility of academics.

The Erasmus programme represents one of the most popular policy measures of the European Union among its citizens. The aim of this paper is to explore the causal effect of this mobility action on labour market outcomes and skills' development in Spain. In order to do so, this research exploits the Spanish University Students Employability Survey 2014 an employs and instrumental variables strategy, based on the supply of Erasmus scholarships by area of studies and region of residence, to address the potential endogeneity of the participation in the programme. On the one hand, the empirical results suggest that studying abroad has a positive effect on the probability of becoming an entrepreneur, working in a foreign country and the formation of Information Communication and Communication skills. On the other hand, they do not reveal any significant impact of participating in this programme on the likelihood of employment and several working conditions.

This paper analyses a sample of academic 'quit lit' to explore how graduate students might be better prepared for the realities of higher degree research and employment. It will pay particular attention to how graduate programs can provide realistic, transparent career advice and promote alternatives to academic (Alt-ac) employment for graduates. By considering the reasons 'quit litters' themselves give for their departure from the tertiary education sector, this investigation will be listening to the voices of those most affected by the rapidly changing face of academia.

This paper investigates the creation of an unlikely education hub in Manila, Philippines, where local institutions have seen a growing number of international students from Korea, India, and the Middle East. These students seek qualifications in professions where Filipino migrants are highly represented, either to gain an advantage within their home countries or as a steppingstone towards jobs elsewhere. Drawing from current debates on 'global cities', this paper discusses how different actors promote Manila as an ideal destination for students by using the country's unique position within the global market for migrant labor and its American colonial history. Here, Filipino school owners and state officials market Philippine universities as the best venue to train for jobs found anywhere in the world. Such strategies target less privileged students unable to access more prestigious universities. creating new forms of knowledge mobility in an increasingly segmented higher education market.

Purpose: The purpose of this paper is to identify the main students' motivators for their migration decisions, which can be used by education managers working in the area of career management in higher education institutions of Latvia. Design/methodology/approach: Performed empirical data analysis is based on a survey data, collected from students of various educational programmes in two higher education institutions of Latvia. The data analysis consisted of three steps: initial exploratory data analysis (including testing for sample homogeneity, and sample descriptive statistics), correspondence analysis of student's answers (including testing for survey reliability, discrimination measures and dimension reduction) and analysis of relationships between survey questions (including contingency tables, testing for directional associations and the logistic regression). Findings: The results of the study show that students' career motivators are significant explanatory factors for their migration decisions. According to the survey results, the main reasons for migration decisions are better career prospects, a higher salary, new professional experience and share of own experience, new professional contacts, motivating and interesting job, better training facilities and the support of their family members and friends who are working or studying abroad. Research limitations/implications: First, the sample in this study included two higher education institutions. Second, the same respondents participated in both the qualitative and quantitative aspects of the research. Future study with a more diverse student population and the refined scale items is recommended to verify and generalise the findings. Practical implications: The paper addresses policy makers at the national level and education managers responsible for career guidance activities. The conducted analysis has allowed the authors to provide some recommendations for education managers working in the area of career guidance and counselling in Latvia. However, as education managers in the Baltic states face similar challenges, the results might be also used by managers working in other Baltic states. Originality/value: The empirical study performed in the paper has attempted to investigate the influence of students' career drivers on their migration decisions in the framework of career management in higher education institutions.

Purpose: This paper aims to explore the types of learning engendered by internal mobility (IM) by referring to the principles elaborated by Bateson (1972). Design/methodology/approach: A qualitative methodology is followed with interviews among 50 professionals working at four large French firms. Findings: A system of classification for IM is proposed, namely, replication, adaptation, innovation and revolution. Practical implications: The identification of these categories invites human resource managers to reconsider the traditional career paths. Originality/value: This paper brings a new perspective on the possible link between learning and IM and questions what employees really learn thanks to their moves.

The number of dual career couples in academia is growing due to the increasing proportion of women with a doctoral degree and the greater propensity of women to choose another academic as their partner. At the same time, international mobility is required for career advancement in academia, creating challenges for dual career couples where both partners pursue careers. This paper has two objectives: (a) to raise the increasingly important issue of dual career couples in academia and the gendered effect that the pressure for mobility has on career advancement and work--life interference; and (b) to present examples of recently established dual career services of higher education institutions in Germany, Denmark and Switzerland, responding to the needs of the growing population of dual career couples. Due to long established practices of dual career services in the USA, the European examples will be compared with US practices. This paper raises the significance of considering dual career couples in institutional policies that aim for an internationally excellent and diversified academic workforce. It will appraise dual career services according to whether they reinforce or address gender inequalities and provide recommendations to higher education institutions interested in developing services and programmes for dual career couples.

Purpose: This paper aims to develop a clearer understanding of the role of business education and business schools in fostering global mobility. As business schools seek to educate managers who can work globally and adjust to new business and cultural environments, it is important to assess which specific dimensions of business education, such as the location of the school and its curriculum, play a significant role in fostering greater global mobility among business graduates. This also helps how business schools potentially influence global talent flows. Design/methodology/approach: This study uses an empirical research methodology in the form of a multivariate analysis to examine a sample of 91 business schools that are accredited by Association to Advance Collegiate Schools of Business (AACSB) in the "2015 Financial Times Global MBA Ranking." Findings: This study finds that international mobility of MBA graduates is mediated both by the design of the curriculum and the location of the business school. MBA graduates from leading business schools that offer greater levels of international experiential learning are more likely to pursue overseas careers after graduation. MBA graduates from leading business schools that are located in economically globalized locations, by contrast, are often more likely to remain in the country where they studied after graduation to pursue local employment opportunities. Originality/value: This paper contributes to the knowledge of how business education influences the international mobility of business graduates and how it influences global talent flows.

This paper addresses the social and relational dimensions of player transitions in professional football. Data were generated through a total of 24 cyclical, in-depth interviews with three former players. The interview transcripts were subjected to emic and etic readings, with Bauman's metaphors of liquid modernity, hunters and pointillist time, May's theorisation of belonging and Crossley's relational theorising providing the primary heuristic framework. Our analysis led to the construction of two interconnected themes. These were (a) the paradox of feeling wanted by others during workplace transitions and, simultaneously, seeing these others as threats to their career longevity and (b) the interplay between the participants' multiple identities, relations with others outside of the workplace, and their career choices. Importantly, our findings highlighted that player transitions were not tied to the personality traits or characteristics of the individual but rather to broader social and cultural factors. Indeed, the participants' experienced and interpreted their transitions through the reading of their respective social landscapes and their changing understandings of the multiple social networks that comprised them. Based on these findings, we believe there is much to gain from the exploration of multiple identities in sports work and how these play out and are experienced over time.

Insufficient access to specialised career development within many rural, regional and remote (RRR) areas contributes to persistent differences in the higher education participation rates of young people from these areas. This paper reports on research conducted with 4,993 students at a university in Western Australia who self-assessed their perceived employability (career capabilities) and career orientation. Data were analysed by year and mode of study, location, gender and discipline. Comparisons were made between RRR students and their metropolitan peers. The findings compare perceptions of employability and career orientation among RRR students in comparison with domestic metropolitan students. This shows a level of commonality between the two groups, with lessons from research on RRR students being applicable to metropolitan students.

Many studies have espoused the pedagogical benefits of Problem-Based Learning (PBL) across multiple disciplines. With the increasing use of PBL within higher education there exists a need to consider its position not just as a pedagogical approach but as a functional instrument in the development and promotion of social capital and status. Drawing on social identity theory (SIT), this study explored Business Masters graduates' justification for undertaking a PBL-based programme. The findings suggest that students discursively elevated the status of the PBL programme they had completed over other alternatives, in an attempt to gain professional mobility. Two primary strategies of "individual mobility" and "social competition" were employed by participants to elevate their position. This paper concludes by problematising the utilisation of pedagogical approaches as a mechanism for differentiating programmes and graduates within an increasing competitive higher educational landscape.

In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space.

This paper analyses the reliability and accuracy of the relationships between migration and employment status when estimated using a linked data set. The analysis will be carried out using a new source, the "Labour and Geographical Mobility Statistics," which is provided by the Spanish Statistical Office. This statistic is constructed by an exact matching procedure, linking the "Labour Force Survey" with the Official "Population Register." The findings reveal that in order to accurately study geographic labour mobility, timing and geographical coherence between the two data sets must exist. If this is not the case, causality relations between the labour market and geographical mobility cannot be properly analysed. Although our analysis refers to the microdata quality and internal coherence of this new Spanish statistic, our conclusion can be extended to any linked data set for studying geographic labour mobility, including the population censuses mainly based on administrative data.

This paper explores the changes in intergenerational mobility seen in Spain during the last century. It examines educational and occupational mobility, paying particular attention to the existence of a differentiated gender effect. The magnitude of the historical changes that have taken place in Spain during the twentieth century and the scarcity of studies in this field increase the value of this paper. More specifically, the paper seeks to describe how the situation has changed with the social-economic and education policy developments in democratic Spain, especially with regards to women. The main results show that while educational mobility has improved, there has been no such significant change in occupational mobility.

This paper begins by reviewing European language education policies in higher education and relating these to the bottom-up language provision practices currently applied in higher education institutions. The paper then focuses on a case study at the University of Aveiro (Portugal) that sets out to identify students' social representations concerning: (i) the importance of integrating foreign language courses into their degree/master/PhD programmes and (ii) the languages they consider to be more important in their academic training and the reasons for this. The findings indicate that the vast majority of responding students consider the integration of language courses in the curricula to be relevant from a doubly pragmatic perspective. Firstly, English is seen as a pathway to employability, mobility and the accessibility of knowledge, while other foreign languages (Spanish, French and German) are viewed as "differentiating assets" in the professional marketplace.

This paper discusses the scope of the employee's voice in lifelong education decisions, with a focus on qualified assembly-line workers and professional development schemes allowing their upward mobility out of the assembly line. Using a capability approach, it investigates voice as part of people's agency. Beyond examining the channels that allow employees to have a say in training matters -- weak definition of voice -- it addresses voice as a process that participates in the conversion of the available training resources and opportunities into lifelong education achievements -- strong definition of voice. Comparing two subsidiaries of a multinational firm, one located in Germany and the other in France, we ask under what institutional and organizational conditions employees are able to express and then achieve what they value. In adopting a multi-level perspective which integrates qualitative data of an institutional, organizational and individual nature, we show how in France and Germany the worker's voice in training matters pertains to two different models of responsibility sharing. In Germany the worker's voice is associated with self-determination and self-care as a consequence of the externalization of lifelong education outside the confines of the firm; this results in a weak voice that requires personal or family resources in order to get converted into a strong voice. In France, where national legislation obliges firms to devote a percentage of the gross wage bill to training, companies have historically played an important role in the lifelong education of workers, so that until the country's last training reforms introducing a personal training account in 2014, the worker's voice was strongly shaped by organizational factors. Whether this voice is weak or strong depends upon the organizational strategy, processes and involvement in lifelong training.

In the past decades, income inequality has risen in most developed countries. There is growing interest among economists in international comparisons of economic and educational mobility. This is aided by the availability of internationally comparable, large-scale data. The present paper aims to make three contributions. First, we introduce the Japan Child Panel Survey (JCPS), the first longitudinal survey of school-age children that includes cognitive and non-cognitive measures, and plentiful household information. The JCPS was developed to measure dynamic inter-relationships among children's academic and social outcomes, their family background, and local policy and environment, in a way that allows comparison of the results with international data. Second, based on JCPS data, we present selected results of the dynamics of inequality in multiple indicators of children's educational and behavioral outcomes. We found that changes in cognitive achievement across parental income groups, the degree of mobility of cognitive test scores, and the correlation between the difficulty score and parental education in Japan are similar to those of other countries, such as the United States, United Kingdom, Australia, and Germany. Finally we discuss issues underlying the globalization of education research based on our experiences with the JCPS. We discuss reasons and strategies for further globalization of education research in Japan, and propose suggestions as to how Japanese education research can move toward better international collaboration, particularly in research on economic and educational mobility.

The research urgency is caused by the development of economic integration and demand for professionals able to adapt to constantly changing working conditions. The purpose of the paper is to develop practical recommendations on formation of University graduates' readiness to occupational mobility. A leading approach to the study is the structural-functional approach allowing revealing of the nature and structure of occupational mobility, to identify the pedagogical conditions of formation of University graduates' readiness to professional mobility. The study involved 300 teachers, 450 students who took part in characterizing levels of readiness for occupational mobility and definition of its criteria. Main results of the research consist of the identification of core components of occupational mobility (axiological, epistemological, praxeological) and pedagogical conditions of formation of University graduates' readiness to occupational mobility (formation of occupational value orientations of students; the modular structure of educational process; organization of project-based learning), identifying of levels of readiness for occupational mobility (high, average, low) and the criteria (motivational, cognitive, activity-related). The significance of the results obtained is that the identified components of occupational mobility allow us to consider it as an integrative quality of the personality of the specialist, which characterizes the readiness for rapid and successful acquisition of new activities. Identified pedagogical conditions of formation of University graduates' readiness for occupational mobility provide their focus on the active acquisition of the latest occupational achievements and expansion of the scope of activities, qualification enhancement and development of competitiveness. Levels of readiness for occupational mobility help to develop the ability to quickly mastering of new skills and changes in them arising under the influence of scientific, social and technical changes. Criteria of readiness for occupational mobility reflect the unity of fundamental knowledge, occupational competences and personal qualities.

An effective and just industrial transition is necessary both to mitigate climate change and protect jobs, and as a precursor to enable other sectors to decarbonise. Activity is at an early stage and examples of successful sector-wide interventions to decarbonise industry do not yet exist. Governments of industrialised countries are beginning to develop policy and provide funding to support deployment of carbon capture and low-carbon hydrogen infrastructures into high-emitting industrial clusters, but options for sites outside of clusters, denoted here as 'dispersed sites', are also required. This paper takes a mixed methods approach to provide the first analysis of the issues facing dispersed industrial sites on their route to decarbonisation and to suggest solutions to the challenges they face. Using the UK as a case study, it first characterises dispersed sites in terms of location, emissions released, sectors involved, and size of companies affected. It then shows how these features mean that simply expanding the geographical scope of the present UK decarbonisation strategy, which focuses on the provision of carbon capture and low-carbon hydrogen, would face a number of challenges and so will need to be broadened to include a wider range of abatement options and other considerations to meet the needs of dispersed sites. While the solutions for each place will be different, these are likely to include some combination of the expansion of shared infrastructure, the development of local zero-carbon hubs, research into a wider range of novel abatement technologies and facilitating local participation in energy planning. The paper concludes with a discussion of remaining knowledge gaps before outlining how its findings might apply to industrial decarbonisation strategies in other countries. [ABSTRACT FROM AUTHOR]