Bachelor Program Research Articles

Evaluating the use of 3D skin models as simulation-based educational tools among nursing students: A quasi-experimental study

BackgroundTeaching dermatology is challenging because of its' highly visible and tactile nature. While images improve visual memory and are valuable teaching aids, even high-quality photographs have limitations in what they can convey. AimOur aim is to validate the use of silicone-based 3D skin models as simulation-based educational tools by assessing their impact on recognition of various skin conditions among nursing students. Design and settingsA quasi-experimental, two-groups study was conducted in a Higher Education Institute in Ireland. ParticipantsParticipants were third-year undergraduate nursing students enrolled in a bachelor's programme in General Nursing or Children's and General Nursing, registered for a general module. We included 153 participants, 79 were in the control group and 74 were in the interventional group. MethodsNursing students rotated individually among stations to observe both 3D skin models and photographs of the models. At each station, students completed an answer sheet including questions on identifying skin categories and conditions, along with a validated scale to assess satisfaction, confidence, and realism in using these models. Each station illustrated five skin conditions using either models or photographs. Both groups visited both stations; only the sequence of visits varied between them. ResultsThe 3D skin models significantly improved nursing students' identification of the papulosquamous skin category (47.8 % interventional group and 24.4 % control group, p = 0.003). Additionally, students exposed to the models had higher scores for categorisation (mean ranks; 85.05 interventional group and 69.46 control group, p = 0.023). Qualitative data revealed students' favourable perceptions of the 3D models as effective learning tools, particularly their realism and sensory aspects. ConclusionsSuggestions for model improvements, including skin tone and positioning on the body, are likely to enhance effectiveness. Integrating 3D skin models into nursing education curricula is highly recommended to enhance nursing students' dermatology skills and clinical skin assessment.

Comparing paper-based and mobile application for rank-based peer assessment in interprofessional education: before, during, and after the COVID-19 pandemic

BackgroundEducation was affected during the COVID-19 pandemic, and there was a need to adapt the learning approaches to the situation. At the University of Gadjah Mada, many essential soft skills of healthcare professionals are taught using the interprofessional education (IPE) approach on-site. Our university responded to this crisis by offering online classes and similar types of training. Post-administration of the course, a peer-assessment was conducted, and it was used to provide feedback on the work or performance of peers among students. Peer assessment was done using paper-based and a mobile application during COVID-19. This study aimed to share a best practice for the implementation of a rank-based peer-assessment application for longitudinal interprofessional education in the community setting and to compare the score distribution of a rank-based peer-assessment before and after using mobile application.MethodsQuantitative research design was used by processing secondary data on student peer assessment scores from 3 bachelor programs (medicine, nursing, nutritionist) Community and Family Health Care with Interprofessional Education (CFHC-IPE) in Faculty of Medicine, Nursing, and Public Health, Universitas Gadjah Mada. 4,790 students from 2018 to 2022 (5 years) were tracked before, during, and after the COVID-19 pandemic. The assessments carried out were offline, online, and blended learning, respectively. The assessment was carried out using a paper-based method before and during the pandemic, online-based with a mobile application was used. Thus, the peer-assessment was conducted manually or using paper-based method using a 5-rank scoring system. In 2019, the peer assessment was carried out using a mobile application and applied a 10-rank scoring system.ResultsThe rank-based peer assessment can be well implemented to make students assess their friends more objectively, with an average score 82.02 ± 8.68. The rightward shift in the distribution of scores indicates that the average score has improved after using the mobile application compared to before its use. (82.02 ± 8.68 vs. 62.39 ± 11.13, p < 0.05).ConclusionThe implementation of rank-based peer-assessment using a mobile application was well received during and after the pandemic by interprofessional undergraduate students. The online system made the assessment more objective and the average grades were seen to be better.

Evaluating Disability Inclusivity in Accreditation Standards for Exercise Science-Related Programs: A Scoping Review.

Kubiak, SM, Starns, EA, Wehler, RJ, Church, LA, and Roberts, JC. Evaluating disability inclusivity in accreditation standards for exercise science-related programs: a scoping review. J Strength Cond Res XX(X): 000-000, 2024-The purpose of this scoping review was to determine the level of inclusivity for disability-related language within accreditation standards for exercise science-related bachelor and graduate education programs. Standards from 4 U.S. exercise science-related programmatic accrediting organizations were included in this study. Using the World Health Organization's International Classification of Functioning, Disability, and Health (ICF) framework, each standard (N = 1,043) was classified as either containing disability-related language or not based on the 8 ICF function and structure categories. Owing to the broad ICF disability framework, standards were further analyzed using open coding. Frequencies and percentages of exercise science-related accreditation standards that included or lacked disability language and to what extent were reported. Of the 1,043 standards, 417 were classified as including language related to at least 1 of the 8 ICF categories. Using a more specific disability definition from the Centers for Disease Control and Prevention, standards were further analyzed and coded as "knowledge of" disability (n = 281; 27%), "application of" knowledge (n = 64; 6%), 21 standards were classified as both (2%), and 677 (65%) were classified as having no disability language. "Knowledge of" and "application of" coded standards were further organized according to subcodes (disability, risk factors, both disability and risk factors, and basic life support or emergency care). The lack of inclusive language identified revealed a critical need to reexamine the inclusivity of disability in accreditation standards to ensure educational curricula equip future fitness professionals with the education and experience needed to confidently and effectively serve persons with disabilities.

ПІДГОТОВКА МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ПРОФЕСІЙНОГО ПЕДАГОГІЧНОГО СПІЛКУВАННЯ: ОСОБЛИВОСТІ РЕАЛІЗАЦІЇ У ВИЩІЙ ШКОЛІ

The paper is devoted to the problem of preparing future educator for professional pedagogical communication as a necessary of activity in the educational field. In the paper it is analyzed the essence of the concept of «professional pedagogical communication» and concluded that it is legitimate to consider it in two aspects: first, from the point of view of belonging to the field of application - as a type of professional communication implemented by teachers in the educational environment, performing a number of special functions (contact, informational, motivational, coordinating, expressive, managerial, establishing relationships, organizing influence (according to N.Volkova)) and ensures interaction and relationships with students regarding their education and upbringing; secondly, in terms of the personal achievement of the teacher in terms of the level of perfection of its implementation, at which it reaches the optimum equivalent to a high degree of humanistic communication culture. The components of training future educators for professional pedagogical communication are distinguished: professional, which makes it possible to communicate in the educational environment through mastering the subject of pedagogical activity; socio-psychological, the content of which is the ability of the future teacher to successfully use the means, mechanisms and forms of communication in the educational environment; ethical and deontological, which allows to build communication taking into account moral and legal regulations. The results of the analysis of the content of education of future educators are presented, which showed the potential suitability of educational programs for the implementation of the professional component through the disciplines of general and professional cycles and, at the same time, the insufficient opportunities of almost half of the programs to familiarize themselves with the socio-psychological principles and normative parameters of pedagogical communication. The consequence of this situation is a low level of culture of professional pedagogical communication of future teachers. It is proposed to improve the content of education of future educators by introducing disciplines into the compulsory educational components of bachelor's and master's programs that would ensure the mastery of socio-psychological, ethical and deontological principles of professional pedagogical communication, which would make it possible to comprehensively implement all components of communication training.

АРХІТЕКТУРА ВІЙСЬКОВИХ МЕМОРІАЛІВ. ДОСІВІД ЇХ ПРОЄКТУВАННЯ В УКРАЇНІ І СВІТІ

The article provides a comprehensive analysis of the historical prerequisites for the formation of memorial architecture and modern trends in the design of memorial objects, in particular military cemeteries, which reflect the memory of historical events and fallen heroes. Special attention is paid to the experience of creating such objects in Ukraine and abroad, covering memorial complexes in Kyiv, Odesa, Cherkasy and Lviv, as well as in Serbia, Croatia, Bosnia and Herzegovina, Germany and the USA. The study covers architectural and artistic-aesthetic solutions of memorial complexes, which embody not only historical memory, but also function as symbols of national identity and cultural identity. Particular emphasis is placed on modern approaches, dominated by minimalist and supremacist solutions, which create an emotional and spiritual atmosphere for visitors, helping not only to honor the memory of the fallen, but also to gain a deeper understanding of one's own national belonging. The authors analyze the examples of design of memorial objects developed by the Lviv School of Architecture, in particular, the Department of Architectural Environment Design, in the form of educational, research and competition projects. These projects have the potential for the further development of the national architecture of memorial-monumental design, in particular in the context of commemorating the fallen military and civilians in Ukraine's current war against Russian aggression. Examples of the renovation of memorial objects, developed within the framework of bachelor's and master's programs, were studied, in particular, projects of military memorials in Lviv and other cities of Ukraine. Emphasis is placed on the combination of architectural, cultural and national aspects in the creation of memorial objects that serve not only as places of memory, but also as symbols of national unity and identity. This work emphasizes the importance of an architectural approach to the preservation of historical memory, contributing to the formation of new cultural symbols and the revival of national heritage through monumental and memorial design.

A Quantitative Analysis of University Admission Results for Hungarian Ethnic Minority Students in the Carpathian Basin

This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p &lt; 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p &lt; 0.001). However, there is no detectable difference (p &gt; 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories.

Project-based Learning in a Geomatics Bachelor Program: A Digital Heritage Preservation Project

Abstract. Like in most bachelor engineering programs, the education of geomatics students typically begins with an extensive theoretical introduction covering fundamental subjects. The general objective of the bachelor program is to cultivate geomatics engineers with robust hands-on knowledge. Nevertheless, the progression to a stage where students can independently engage in exercises with minimal supervision is a long process. Although field work-based practices are dominant in this field, they often entail activities limited to testing, experimenting, and the application of basic theories. While this approach is efficient in imparting routine knowledge, it may lead to the fragmentation of acquired knowledge, thereby lacking a comprehensive understanding of the broader significance and context. Students often encounter more complex challenges when commencing work on their bachelor thesis, leading to a steep learning curve within a constrained timeframe. This late exposure to real-world tasks can be a limiting factor, hindering a smoother transition from education to professional work. This paper provides a case study of project-based learning (PjBL) within a geomatics bachelor program. Specifically, it discusses a digital heritage preservation project where students documented an old Norwegian log house throughout the autumn semester of 2023. The outcomes of this learning approach are analyzed with the help of the key features of the PjBL methodology, focusing on students' learning outcomes and their assessment measures.

University-based academic programs in addiction studies in the regions of Australia and Aotearoa New Zealand: An overview.

Current trends in the addiction field reflect a significant emphasis on the workforce development and education. There are already some data about university-based addiction studies programs, but not much from Australasia. The aim is to provide an overview and describe the academic programs for addiction professionals in Australia and Aotearoa NZ. The research was conducted in 2017 and updated in 2023. Firstly, university websites were searched using pre-defined keywords, followed by a content analysis of the identified programs. The data were analysed and interpreted by using descriptive statistics. We found 21 universities in Australia (13) and Aotearoa NZ (8) where 46 single programs are provided. There are three bachelor programs, nine masters, and the majority of degrees include (post)graduate certificates and diplomas. No doctorate programs are identified. The taught courses provide comprehensive coverage of the addiction field topics. Twelve programs state clearly that there is clinical practice/internship included. Application to most programs requires completion of a relevant degree and in some cases possible clinical experience. In comparison to educational options in other regions, we observe a trend towards preparing university graduates for the workforce, thereby expanding the range of programs at lower levels. Most programs possibly represent clinically oriented education primarily specialising in addictions, and graduate programs in addictions for professionals with other disciplinary bases. Great emphasis is given to the quality standards of education, and also to relationship between education and labour market. Findings help opening opportunities to collaborate globally.

IMPLEMENTATION OF APPLIED BACHELOR'S DEGREE PROGRAMS IN KAZAKHSTAN: ANALYSIS OF STAKEHOLDERS' PERCEPTIONS

Short-cycle educational programs in Kazakhstan are currently represented by applied bachelor degree programs. This first of its kind study was conducted to analyse the perceptions of applied bachelor programs by students, program graduates and employers inKazakhstan. The results of the survey and interviews revealed a motivation for choosing applied bachelor programs among students of these programs and graduates, as well as the level of satisfaction with their choice. Employers' responses included an assessment of the training provided by the applied bachelor programs and whether programs graduates meet employers expectations. The authors concluded that applied bachelor programs ensure successful integration in the labor market. They provide access to training for socially vulnerable groups (e.g., part-time workers, unemployed people who do not follow traditional educational paths), increasing access to education. The practice-oriented nature of applied bachelor's degree programs allows to obtain qualified personnel in a shorter period of time compared to bachelor's degrees, which is beneficial for employers. Nevertheless, there were revealed problems related to the transition from NQF level 5 to level 6 for higher education, as well as insufficient information work of education providers to explain the advantages and features of applied bachelor degree programs. This suggests a need to take measures to further develop and strengthen the applied bachelor's degree in Kazakhstan. In general, it can be said that development prospects of applied bachelor's degree will contribute to the training of qualified personnel for the labor market.

Church music degree programmes at the University of Catholic Church Music and Music Education (HfKM) Regensburg (Germany). The history of an unusual university

The Regensburg University of Catholic Church Music and Music Education (HfKM), founded in 1874 as the Regensburg School of Church Music by Franz Xaver Haberl, is the world’s oldest Catholic institution for church music. With international significance from its inception, the institution was officially affiliated with the Pontificio Istituto di Musica Sacra in Rome in 1962. In 1973, it was transformed into an academy and, in 2001, the HfKM was formally established. The university offers Bachelor's and Master's programs in Church Music, Gregorian Chant, and New Sacred Music, emphasizing both artistic and pedagogical training. The curriculum prepares students not only for liturgical and pastoral responsibilities but also for broader cultural roles. Students gain expertise in areas such as Gregorian chant, choir conducting, and organ performance. HfKM maintains close ties with the church, combining artistic training with liturgical practice. This comprehensive education equips students for significant roles in both church and society, ensuring church music’s contribution to religious and cultural life.

A complex methodology for the development of mathematical modeling skills in engineering education

AbstractToday, the role of humans is changing rapidly in both industrial production activities and services. Mediocre, easy-to-learn activities can be performed more efficiently by machines; mediocre knowledge is being devalued while the importance of high-level skills is increasing. As a result, in all sectors of the economy, and especially in engineering, new approaches to expert training are needed; people must learn to hand over certain decision-making roles and to control the processes supported by AI rather than compete with it. STEM education has a responsibility to achieve these goals and must develop appropriate tools for engineering education. This paper presents a complex didactic methodology for competency-based education in engineering bachelor programs. An important element is the mathematical competency map, which shows the importance and place of mathematical and algorithmic (coding) knowledge in engineering topics. Another element is the systematic testing of mathematical knowledge in non-mathematical contexts in engineering courses. We provide an overview of our achievements in applying the developed toolset and improving the efficiency of mathematics teaching in engineering bachelor programs.

College of education students’ perceptions of their computational thinking proficiency

This study aimed to investigate college of education students’ level of computational thinking proficiency and the differences in their level based on their demographic characteristics, i.e., gender, program, and age. The study used a descriptive research design in which 190 students in the College of Education completed a computational thinking questionnaire. The computational thinking scale consisted of five dimensions, i.e., creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving. The results showed that the level of computational thinking among students was diverse and fell within a moderate range. Gender-based analysis indicated a significant difference in only one dimension of computational thinking, i.e., algorithmic thinking, with females scoring lower than males. In addition, based on students’ academic program, significant variations were observed in algorithmic thinking and overall computational thinking levels, particularly between Bachelor and PhD programs, with PhD students scoring higher than Bachelor students. Additionally, the age-based analysis highlights significant differences, with older students consistently outperforming younger ones across various computational thinking dimensions. Based on the findings a set of recommendations was provided.

Tiers of Engagement: Achieved Learning From Business Simulations Reflected in Economics Students’ Experiences

This article investigates the impact of a business simulator in an online economics course, focusing on the relationship between student engagement and reflections on learning. Utilizing a mixed-methods approach, our study analyzes responses from 328 students who used the "Hubro Business Simulator" in a flexible online bachelor's program in economics and administration. Students provided reflections on the simulator as a learning activity, application of theoretical concepts and practical relevance. Qualitative analysis of 1640 responses further explored the depth of students' reflections, categorized into different tiers of engagement based on their responses. This analysis builds on Self-Regulated Learning (SRL) and motivational theory. The study sought to determine whether students reporting higher levels of engagement exhibited deeper metacognitive reflections compared to their less engaged peers. Findings support a link between the level of engagement and the depth of reflection. Students with higher engagement levels were more likely to reflect on specific ways in which the simulator had supported their learning and understanding of theoretical concepts. This paper discusses the limitations and implications of these findings for enhancing game-based learning interventions, emphasizing the need to foster higher engagement levels to improve educational outcomes in online learning environments. The study contributes to the literature on game-based learning by providing a large empirical study on how business simulators can foster higher-order thinking and deeper learning reflections among economics students. It also highlights the role of engagement in using business simulators as learning tools, offering insights that could improve the learning design and implementation in similar online and flexible learning program contexts.

Exploring patient perspective: using narrative DIPEx interviews and the ICF model for interprofessional learning.

The International Classification of Functioning, Disability, and Health (ICF) has been widely adopted in academic health profession education and is part of bachelor curricula since its introduction by the WHO in 2001. In this context, interprofessional exchange among health professionals from a biopsychosocial perspective has become increasingly important and is now a key part of bachelor's program curricula to learn with, about, and from each other regarding students' curiosity about interprofessional collaboration (IPC). This pilot study describes initial teaching experiences within an interprofessional elective module for health professions focused on patient-centeredness. It uses the ICF model to exemplify interprofessional exchange based on real patient experiences from the "DIPEx" database, which stands for "Database of Individual Patients' Experiences." Bachelor students from four healthcare professions learned in small interprofessional groups and selected case-related content from excerpts of real patient narratives from qualitative interviews in the DIPEx database. In a peer-to-peer process, students structured, analyzed, and reflected on selected patient experiences and presented their findings using the ICF model. Develop a shared understanding of the case from a biopsychosocial perspective using the ICF model to communicate and reflect on patient-centeredness in interprofessional groups for a common care strategy rooted in patient-centeredness. This study illustrates how the shared analysis of a patient's experience of illness can lead to different perspectives on professional concepts for practice. The ICF model serves as a guiding structure and analysis tool. The core of the IPC, patient-centeredness, becomes the focus of the collaborative actions of the health professions.

DESIGNING AND IMPLEMENTING APPLIED BACHELOR'S PROGRAM: A COMPREHENSIVE DEVELOPMENT MODEL

Modern education faces the challenge of integrating theoretical knowledge with practical skills, which is particularly crucial for the training of mid-level professionals. Practice-oriented educational programs shorten the adaptation period for graduates and enhance their competitiveness in the labor market. Special attention is given to applied bachelor's programs that combine theory and practice, fostering rapid professional development of graduates. The European higher education system offers short cycles leading to a bachelor's degree. The practical focus of these programs is ensured through partnerships between educational institutions and industry organizations, enabling students to develop the professional skills required by employers. This makes applied bachelor's programs key elements of educational reforms in the EU. In Kazakhstan, applied bachelor's programs have not yet gained widespread popularity due to a lack of regulatory support, but successful pilot projects demonstrate the potential of this direction. These programs integrate theoretical and practical training, approaching education with consideration of real-world functional tasks. The need to adapt educational programs to meet the current demands of the labor market is extremely important for preparing qualified personnel. This underscores the importance of continually improving educational initiatives to develop programs that successfully combine theory with practice and meet the needs of a dynamic economic environment.

Analyses of Students’ Grades Before, During and After Covid-19 Pandemic

The article aims to present one aspect of the impact of the imposition of pandemic restrictions on the quality of education. The results of the evaluation of students at the New Bulgarian University (NBU), Bulgaria, Department of Informatics before, during and after the pandemic were analyzed. All students are in the upper year of their studies in bachelor program. Assessment results in 3 courses are presented: „Computer periphery” (5th semester), “Digital video formats” (7th semester), “Fundamentals of multimedia presentation” (6th semester).

Impact of Gamification and Interactive Language Learning Platforms on Engagement and Proficiency in English Language Education

Aim. This paper aims to quantify and assess the level of satisfaction and the impact associated with using gamification and interactive learning platforms in the context of English language learning among students. In this research paper, we delve into the exciting domain of gamification and interactive language learning platforms to uncover their potential to enrich student engagement and proficiency in English language education. Method. Through a rigorous quantitative approach, we meticulously scrutinize the effects of infusing gamified elements and interactive platforms into the fabric of English language instruction. The sample consists of 59 foreign language students (English and German) enrolled in Bachelor and Master degree programs at Aleksandër Moisiu University, Durrës. The selection criteria were based on the students' availability and willingness to participate during the period from January to March 2024. This method ensures the inclusion of a diverse group of students within the specified timeframe. Results and conclusion. By delving deep into the quantitative data gleaned from participants' performance metrics, our study offers concrete, evidence-based insights into the effectiveness of gamification and interactive platforms in fueling language acquisition and fostering learner motivation.

Better education required for professionals in healthcare regarding auditory processing disorder.

Global research has revealed inadequate levels of Auditory Processing Disorder (APD) awareness and knowledge among related professionals leading to neglect of this specific type of hearing impairment that is estimated to present in 50% of children with learning disabilities (dyslexia included) and more than 70% of adults with presbycusis or mild cognitive impairment. The aim of the current study was to record APD awareness and knowledge among professionals working in both Healthcare and Education sectors. A 36-question questionnaire was developed and addressed to medical doctors of different specialties (ENTs and non-ENTs), therapists (speech & language therapists, occupational therapists, psychologists), and educators (of both typical and special education). The questionnaire was sent to Professional Societies of interest as well as a University Rectorate where authors are affiliated, requesting the spreading to all members, and was also posted to related private groups in social media. Data concerning APD-training and knowledge were gathered from 522 questionnaires. Level of knowledge was recorded both subjectively (self-rating) and objectively (pre-defined scoring of items). Analysis showed insufficient knowledge concerning APD among specialties. ENTs and/or therapists scored statistically significantly higher compared to other medical specialties and educators, while still lower than 50%. The current level of awareness on APD might negatively affect the way individuals with APD are addressed, all the way from referral to management. Levels of awareness and knowledge among professions which are related to APD either directly or indirectly can be further improved through formal education targeting bachelor, master and PhD programs of medical doctors, therapists and educators. We are proposing the development of educational programs that target ENT doctors so that children and adults receive more elaborate services both diagnostically and from a rehabilitation point of view. This will improve quality of life and mental health.

Aligning Education with Market Demands: A Case Study of Marketing Graduates from Daffodil International University

This study conducted a comprehensive tracer analysis of 197 graduates from Daffodil International University’s Marketing bachelor program between 2019 and 2022. The main objective was to evaluate the program's alignment with labor market requirements and its effectiveness in equipping students with the necessary skills to navigate the complexities of the global market. A cross-sectional descriptive design was employed, utilizing a survey questionnaire as the primary data collection instrument. The target population consisted of graduates of the marketing program, selected through purposive sampling to ensure the inclusion of individuals with relevant experience. Data were analyzed using descriptive statistics to identify trends and percentages. Key findings revealed a significant gender disparity, with more male graduates than female, and high unemployment rates, which highlighted ongoing employment difficulties. While 75.5% of graduates affirmed the curriculum’s relevance to their professional roles, a gap was noted between the theoretical knowledge imparted and its practical application. The study suggests integrating comprehensive career preparation and extensive networking opportunities into the curriculum to mitigate employment barriers. Additionally, enhancing the curriculum to support entrepreneurial ventures is recommended. The findings emphasize the importance of ongoing curriculum revisions and the development of dynamic career support services to improve graduate employability and adapt to the evolving demands of the marketing profession. This research provides valuable insights for policymakers, curriculum developers, and educational researchers to enhance the relevance of higher education to the workforce, facilitating successful transitions into the labor market.

Stakeholders’ involvement in economics and management programs quality assurance

Purpose This study aims to investigate the stakeholders’ (employers and students) involvement in economics and management programs quality assurance in Italian universities from the external audit perspective. Design/methodology/approach The research tests if employers are positively associated with the coherence between program objectives and job prospects, and if student involvement is positively associated with student orientation, tutorship and flexibility for specific types of students (differently abled students and working students). Based on data from the Italian Agency for Quality Assurance (ANVUR) in Italian universities, this study selects a sample of 44 bachelor and master university programs. Findings When a program coordinator assures coherence between competencies included in the study plan and job prospect, the employers’ involvement in the plan and management of the program increases and becomes more effective. High-quality services regarding student orientation, tutorship and flexibility for specific types of students increase the students’ involvement in university governance. Originality/value Findings contribute to literature extending the stakeholder theory in universities, better specifying how employers and students may play a key role in improving the quality assurance of teaching activities.