US Pediatricians' Reports of Feeling Unsafe at Work: Experiences With Harassment and Attacks.

A safe pair of hands? Bank CEO career experience and acquisition performance

Korean universities are making significant efforts to attract international students as a strategy to address the depletion of admissions resources caused by a declining birth rate and a shrinking school-age population. However, support systems for international students in terms of education, daily life guidance, employment, and post-graduation settlement remain insufficient. The purpose of this study is to provide foundational data for strengthening the international competitiveness of Korean beauty education by conducting an in-depth exploration of learning satisfaction, life satisfaction, and career awareness among international students enrolled in K-Beauty departments. To this end, a Focus Group Interview (FGI) was conducted with international students majoring in K-Beauty at OO University located in Gyeonggi Province, with the aim of examining the interaction structure among learning satisfaction, life satisfaction, and career awareness. Colaizzi’s (1978) phenomenological analysis procedure was applied to data collected from a total of 28 international students. As a result, four core themes were identified: practice-oriented learning and the enhancement of intrinsic learning motivation, language and cultural barriers and cognitive load, the formation of career decision self-efficacy and the coexistence of anxiety, and the reconstruction of selfidentity through K-Beauty. The findings of this study provide integrated empirical support for Self-Determination Theory, Well-being Theory, and Social Cognitive Career Theory (SCCT), and propose a Learning–Emotion–Career Integration Model in which learning satisfaction sequentially influences life satisfaction and career awareness. Furthermore, the results offer practical implications for the internationalization of K-Beauty education, the development of support policies for international students, and the design of culturally integrative educational programs. In conclusion, an in-depth understanding of international students’ learning and career experiences is expected to contribute to the establishment of effective internationalization strategies for K-Beauty education and to provide practical directions for improving educational environments for instructors, administrators, and policymakers.

Purpose The paper aims to explore the often-overlooked career challenges faced by men from disadvantaged backgrounds, particularly in Western contexts. It seeks to highlight the underutilization of intersectionality frameworks in studying men's vocational and career experiences. By focusing on how gender norms, disadvantages, as well as technological and demographic shifts intersect, the paper intends to uncover unique barriers these men face. It ultimately aims to provide recommendations for organizational and policy interventions and identify avenues for future research to better support disadvantaged men's career development and integration. Design/methodology/approach The paper employs a critical approach, drawing on interdisciplinary literature from sociology, psychology, management, and cultural studies. It integrates an intersectional framework with a social structural perspective, analyzing existing empirical studies predominantly from Western countries. The authors conduct a broad literature review covering career stages such as vocational preparation and career entry and consider demographic and technological trends affecting disadvantaged men. Empirical examples and critical theoretical concepts are used to illustrate how masculinity intersects with variables such as socio-economic status, race, or migrant status to create unique career hurdles for men. Findings The paper reveals that men from disadvantaged backgrounds face multiple barriers throughout multiple career stages considered in this paper, rooted in gender norms, socio-economic inequities and systemic biases. These men experience educational disadvantages and career misalignment due to labor market shifts. Structural changes favor cognitive and social skills associated with upper-class masculinity, making physical strength less valued and diminishing opportunities in traditionally male-dominated sectors. These challenges contribute to social exclusion and barriers to joining emerging occupations. Research limitations/implications The paper primarily relies on data and studies from Western, affluent countries, mainly the USA, UK and parts of the EU, which limits its generalizability globally. Additionally, much of the research cited focuses on specific intersections and contexts; thus, findings may not apply universally. The authors acknowledge the scarcity of intersectional research on disadvantaged men, calling for more studies across diverse geographical and cultural settings to validate and extend current knowledge. Future research should explore the nuanced interactions of gender, class, race and other identity variables relevant to other regions, and to examine institutional practices affecting men's careers worldwide. Practical implications The paper proposes targeted organizational and policy interventions to support disadvantaged men's vocational and career development. Recommendations include enhancing educational programs that address boys' academic challenges, increasing the visibility of male role models in education and in female-dominated professions, and promoting inclusive workplace cultures that challenge harmful gender norms. These initiatives aim to broaden employment opportunities for disadvantaged men while contributing to gender equity and workforce diversity. Social implications The paper highlights the social consequences of neglecting disadvantaged men's career challenges, including increased risks of social exclusion, political backlash, and susceptibility to radicalization. It underscores how feelings of victimhood and insecurity linked to masculinity and socio-economic disadvantage can fuel hostility towards marginalized groups and lead to the rise of extremist and antisocial movements. Addressing men's unique career barriers is thus not only a matter of individual well-being but also crucial for social cohesion, equity, and the prevention of social unrest. The research encourages policies that foster inclusion and address intersectional inequities. Originality/value This paper makes a valuable and original contribution by bringing attention to an underexplored area: the career disadvantages faced by men from underprivileged backgrounds. It challenges prevailing assumptions that men universally benefit from organizational and societal structures, emphasizing the complexity of masculine situations and identities shaped by class, race, and other factors. By advocating for a social structural and intersectional framework, it broadens the scope of gender and career research and provides a foundation for future studies. The integration of technological and demographic megatrends further enriches the understanding of men's evolving career experiences and potential for future growth.

Clinician educators are essential to the academic medicine workforce, yet understanding how they assess their own teaching competencies is limited. The Clinical Educator Milestones (CEMs) guide growth across key educator domains, but their use and perceived relevance remain underexplored. This study aims to (1) evaluate clinician educators' self-reported performance on the CEMs; (2) examine differences by career level, specialty, and experience; and (3) inform faculty development efforts through a clearer understanding of educators' perceived strengths and gaps. Clinician educators from 9 US academic institutions completed a self-assessment rating their performance across 4 universal pillars and 11 educational theory and practice competencies on a 1- (novice) to 5- (expert) point scale in 0.5-point increments from August to November 2024. Descriptive statistics and mean difference tests were used to analyze variation across demographic and professional characteristics. A total of 484 responses to at least 1 CEM were received. Respondents rated themselves highest in commitment to professional responsibilities (mean [SD], 4.30 [0.68]), teaching and facilitating learning (mean [SD], 3.96 [0.74]), and professionalism (mean [SD], 3.93 [0.73]) and lowest in medical education scholarship (mean [SD], 3.11 [1.15]), program evaluation (mean [SD], 3.33 [1.03]), and the science of learning (mean [SD], 3.43 [1.10]). Statistically significant group differences were found by years of posttraining clinical experience (F2,413 = 16.87, P < .001, η2 = .076), years of teaching experience (F2,433 = 20.87, P < .001, η2 = .088), and academic rank (F2,403 = 13.96, P < .001, η2 = .065). This study identifies key trends in self-perceived strengths and needs among clinician educators and highlights the limited awareness of the CEM framework. As institutions aim to build effective educator development systems, the CEMs can serve as a useful structure for tailoring support to individuals and identifying institutional needs.

From Representation to Reform: A Qualitative Study of Gender Equity in Interventional Cardiology.

ABSTRACT The intersection of religion and gender has not been addressed in human resource development research, despite its significant influence on women’s career development. In this article we explore the challenges that hinder the career development of Muslim women in Western organisations by examining the intersectionality of religion and gender. Through a systematic review of 37 empirical studies, the findings reveal that intersectionality theory underpins the career experiences of Muslim women, reflecting the multilevel complexity of societal and cultural norms, organisational practices, and individual characteristics that impede career development. The results emphasise that Muslim women are not a homogeneous group, and the intersection of multiple social identities creates a unique and complex experience of disadvantage throughout their career development. Based on this review, implications for human resource development practices are discussed, along with recommendations for future research.

Abstract Women remain persistently underrepresented in STEM (Science, Technology, Engineering, Mathematics) fields, particularly in higher career levels and leadership positions. Despite numerous programs designed to support women individually – such as mentoring, coaching, and training – gender disparities endure, suggesting that these interventions fail to address the structural roots of inequality. This article presents a research design that adopts a systemic perspective informed by Soft Systems Methodology (SSM) and Critical Systems Heuristics (CSH) to shift the focus from changing women to transforming the behaviour of responsible, but largely unaffected, system participants – namely, men in positions of power. We conducted problem-centred interviews with women in STEM to build purposeful activity models of their career experiences and challenges. These served as a basis for discussion in workshops with responsible, but not affected system participants, e.g. professors and research associates. While the initial aim was to generate actionable recommendations, it became increasingly clear that the workshops’ most significant impact lay in the processes of self-reflection and shifts in attitude among male participants, catalysed by the depth and openness of the group discussions. Changing these attitudes is particularly crucial because men in these positions shape and sustain institutional logics; thus, transforming their perspectives represents a key leverage point for systemic change. Despite methodological challenges and unresolved questions regarding its long-term impact, this study demonstrates a power-critical adaptation of SSM by integrating elements of CSH to address power asymmetries and epistemic injustice supporting transformative processes in power-unequal contexts.

ABSTRACT This study investigates how the complex educational and career pathways of Russian university graduates shape their subjective social mobility, advancing understanding of graduates’ outcomes in a higher education system marked by both broad access and persistent social divides. Drawing on longitudinal data from a nationally representative cohort of Russian youth (2011–2021), the analysis identifies and compares diverse pathways that reflect differentiated modes of higher education entry, graduate program participation, and school-to-work transitions. The findings reveal that non-linear trajectories, especially those that involve extended engagement in education together with early career experience, significantly enhance the likelihood of perceived upward mobility. The research highlights how pathways are differentiated by social origin and cognitive ability, while also demonstrating that qualification-job mismatches are associated with downward mobility. By employing sequence analysis of longitudinal data and focusing on subjective social mobility, the study advances the field by moving beyond traditional, linear conceptions of graduate success. These findings contribute to international understanding of how varied educational and career patterns interact to influence life chances in countries with high higher education attainment, and they underscore the need for new frameworks to assess social advancement in contexts of massified higher education and increasingly complex labor markets.

ABSTRACT This paper considers whether engaging in research offers opportunities for professional services staff to develop a sustainable career. It draws on data generated through reflective accounts of the two authors, and supplements this with questionnaire data, and video accounts published on an external website. We found that the career experiences of professional services researchers are deeply shaped by working in the higher education sector, that interest and engagement in research evolves over time, and is shaped by the expectations of the specific profession. Those involved in research saw it as an important part of their professional development, and the combination of research and practice allowed them to find more meaningful work and a firm foundation for future careers in the sector. We suggest that the global higher education sector could benefit from recognising and enabling research as a development activity for professional services and make recommendations for practice.

Abstract Women have overtaken men in academic engagement and achievement at virtually all levels of secondary and tertiary education. However, despite numerous initiatives over several decades, women currently comprise only a fraction (13-28%, depending on the discipline) of those following engineering, physics and materials-science careers, particularly at the senior level. Consequently, role models for early-career female scientists are sorely lacking. Aware of these and other obstacles for women in science and having engaged with many who have faced such challenges, a group of early-to senior-career women (including the current authors) were keen to improve the situation 'on the ground' for their peers. Accordingly, meetings were organised in the UK in 2023 (Femincam, focusing on electronic materials) and in 2025 (WISPER, focusing on energy materials). In total, there were around 200 participants, mainly PhD and postdoctoral researchers, of whom 5-10% were male. We both heard about the exciting science of early-career women via talks and poster presentations and learned of the personal experiences that accompanied their creative and scientific endeavours. We hoped to find out whether career experiences could be improved and, if so, how this might be done. A wide variety of challenges were articulated, and potential solutions were discussed at both meetings. The challenges reflected existing published data, but new perspectives also emerged. In this paper, we present guidance notes, based on recommendations of and conversations with the participants at the meeting. We hope that all who are concerned with keeping women researchers in science careers find these reflections helpful and are moved to act upon them.

IntroductionThe global youth is facing challenges of large-scale job-seeking pressure and structural employment contradictions. Employability is a key factor in alleviating employment pressure. Grounded in the conservation of resources theory, this study aims to explore the relationship between psychological resilience and employability among higher vocational college students, with a specific focus on the chain mediating effects of perceived social support and career decision-making self-efficacy.MethodsA total of 1,709 students from five higher vocational colleges with industrial features in Jiangxi Province, China, were surveyed using the Psychological Resilience Scale, Perceived Social Support Scale, Career Decision-Making Self-Efficacy Scale, and Employability Scale. The relationships among these variables were tested using PROCESS plugin for SPSS version 27.0.ResultsThe results indicated that (1) there were significant positive correlations among all variables; (2) psychological resilience had a significant positive impact on employability; and (3) psychological resilience could affect employability through three indirect pathways, namely, the independent mediation of perceived social support and career decision-making self-efficacy, and their chain mediation.DiscussionIt is suggested that higher vocational colleges should integrate psychological resilience training into the curriculum, establish a multi-stakeholder collaborative support network, and implement experiential career guidance programs. This study provides an empirical support for improving employability among higher vocational college students.

Working While Waiting for Government Jobs: Skill Development and Career Experiences of Graduates in Sabah’s Fast-Food, Tourism, and Supermarket Industries

Public Research Organisations (PROs) are integral to the Science, Innovation and Technology (SI&amp;T) sector in Aotearoa New Zealand, as mission-led organisations tied to research areas of significant national importance. Early career staff and students (ECS) make substantial contributions to delivering science impact within PROs, but face unique challenges, particularly amid prolonged sector-wide change. This manuscript is authored by the members of the Science New Zealand Early Career Member Group (ECMG), a cross-organisational body representing ECS from each of the PROs. As such, we are well-positioned to provide insight into the impacts of ongoing uncertainty for the PRO early career workforce. Drawing on data from a survey of early career staff and students across PROs conducted in December 2024, we highlight the impacts of the evolving SI&amp;T landscape. Three key challenges emerged: ECS retention and career development, underrepresentation of Māori and Kaupapa Māori, and inequities in the current SI\&amp;T funding system. We discuss these challenges and offer solutions aimed at strengthening career pathways, supporting the growth and leadership of Māori ECS, and improving funding equity, which combined can enhance ECS success. Our ultimate goal is to help retain, develop, and empower the current and future early career cohort to thrive in their fields, delivering meaningful science impact for Aotearoa New Zealand.

This study explores how early-life exposure to severe resource scarcity influences the debt financing decisions of urban mayors through the formation of imprints. Using China’s Great Famine (1959–1961) as a natural experiment, we find that early-life famine exposure leads mayors to increase the issuance of Urban Construction Investment Bonds (UCIBs), with these funds specifically directed toward debt repayment rather than infrastructure or social welfare projects. Importantly, we demonstrate that different career paths modify these decision-making patterns: military service weakens the impact of early imprints through alternative cognitive frameworks, while youth league experience amplifies the original psychological mechanisms. Our findings demonstrate how early-life exposure to severe resource scarcity shapes time preferences in leadership decision-making, while revealing the critical role of subsequent career experiences in either reinforcing or reconstructing these imprints.

The role of chief marketing officers (CMOs) for service innovation has mostly been overlooked in empirical research. Particularly unclear is how CMOs’ personal career experiences shape their firms’ pace of service innovation. We address this issue by examining whether and when specialist CMOs (with a limited variety of career experiences) and generalist CMOs (with a wide variety of career experiences) influence service innovation outcomes, arguing that a “sweet spot” of career variety—a mix of specialist and generalist experiences—is most beneficial. Drawing on service innovations that 209 U.S. firms introduced between 2009 and 2020, we find support for the sweet-spot proposition: Adding generalist experiences to specialized insights increases the pace of service innovations, but only up to an inflection point. Introducing CMOs’ (1) strategic, (2) financial, and (3) operational discretion as important contingencies, we show that service innovation in stable industries, in which CMOs’ strategic discretion is reduced, benefits from specialists. Contrary to our expectation, career experience effects are attenuated in situations of high financial leeway, possibly because money helps overcome any disadvantages in CMOs’ ability to innovate. Finally, mixed-career CMOs shine especially bright with high operational discretion, that is, when organizational processes favor service innovation over selling existing products.

We explore how managers’ knowledge breadth gained through prior employment in multiple industries, firms, and functions shapes their foresight about the success of new products. In the context of managers’ purchases in their firms’ stock prior to new product introduction announcements, we find that managers with broad knowledge gained through experience across multiple firms and functions have superior foresight compared with those whose narrow knowledge was gained in fewer firms and functions. Yet when managers have broad knowledge gained across multiple industries, they underperform peers with narrower knowledge gained in fewer industries. Furthermore, these differences are more pronounced under higher financial market volatility. Overall, our study offers fresh contributions to the strategic foresight literature by foregrounding how the type of career experience shaping the human capital of managers affects their ability to evaluate their firms’ prospects. We also contribute to the strategic human capital literature by highlighting that instead of being a monolithic concept, knowledge breadth is more nuanced and is composed of different human capital dimensions that heterogeneously affect the capabilities and behavior of managers. Supplemental Material: The online appendix is available at https://doi.org/10.1287/stsc.2024.0328 .

Professional autonomy in pharmacists: Independence within interdependence.

This study aims to explore the directions for innovation in technology and curriculum in preparation for the Intelligent Information Society. To achieve this goal, specific innovation tasks, directions, and strategies for technology and curriculum were derived through a comprehensive process, including literature analysis, working group discussions, expert consultations, a survey of field teachers, and workshops. The key findings can be summarized as follows: Systematic Development of Technology and Curriculum: The core innovation strategy proposed is the establishment of a K-12 curriculum framework based on an engineering-centered content structure. Enhancing Technology Subject Competencies through Digital Technology: Innovation strategies include designing the curriculum to focus on the technical problem-solving process while considering the utilization of digital technology and using digital authoring tools to strengthen engineering design capabilities. Engineering Orientation through Thematic Integration and Career Experience: Strategies involve integrating educational activities through theme-centered technology convergence activities and developing AI courseware for career exploration in various technological and engineering fields. Learning Spaces and Community Engagement that Foster Challenge and Creativity: Innovation is proposed through the establishment of engineering learning spaces that cultivate challenge and creativity, and the strengthening of regionally-linked technology and engineering education that utilizes local characteristics and resources. These findings are expected to serve as foundational data and policy resources for advancing future innovation in technology education and curriculum.

ABSTRACT United States (US) military veterans face challenges when reintegrating into civilian society. Among these difficulties often exist barriers for veterans in navigating work and career experiences. This study tested factors that may contribute to experiences of decent work and reintegration in a sample of 90 US veterans. Utilizing the Psychology of Working Theory as a framework, veterans' social support was hypothesized to moderate the relationship between veterans' experiences of marginalization and decent work. Additionally, decent work was examined as a potential mediator in the association between veterans' career adaptability and reintegration. Separate moderation and mediation models were tested to examine the study's hypotheses. Results did not find social support to moderate the relationship between marginalization and decent work. However, decent work significantly and partially mediated the relationship between career adaptability and reintegration. Interpretation of these findings in the context of the literature is discussed, as well as implications for practice and theory, limitations, and future directions.