Purpose This study investigates inequality of opportunity (IOp) in university-to-work transitions among higher education graduates in the Western Balkan Six: Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia, and Serbia. Framed within the Sustainable Career Ecosystem) and IOp frameworks, it focuses on how demographic and socio-economic circumstances—such as gender, family socio-economic status, and rural origin—influence the time-to-first-job and early career outcomes. Design/methodology/approach Drawing on nationally representative data from the Regional Cooperation Council Public Opinion Survey (2019–2021), we apply a two-stage quantitative approach. First, we estimate lower-bound IOp in time-to-first-job using circumstance-based decomposition. Second, we assess how early disadvantage predicts employment outcomes such as job satisfaction, job security, and perceived job opportunities. Findings The analysis confirms that structural circumstances significantly affect university-to-work-transition across the six Western Balkans. Graduates from urban and higher-socio-economic status (SES) backgrounds, as well as male graduates, transition into employment more quickly and report better job quality. Pandemic-related disruptions further amplified inequalities, especially for women and rural youth. National disparities are evident, with Kosovo, Bosnia and Herzegovina, and Albania showing more pronounced delays, while Serbia and Montenegro present relatively stronger private sector absorption. Research limitations/implications The study is limited by its reliance on cross-sectional data and its focus on the period up to 2021. Future research could explore longitudinal analyses of employment outcomes, the role of informal networks, and post-pandemic labour market trends. Practical implications Findings support the need for differentiated policy responses. For governments, this includes addressing rural–urban disparities, informal recruitment, and brain drain through inclusive labour market reforms. For higher education institutions, the emphasis should be on enhancing work-based learning, strengthening employer linkages, and tailoring career services to institutional and disciplinary contexts. Originality/value This study contributes new comparative evidence on graduate employability and IOp in a strategically important yet under-researched European Union (EU) neighbourhood. It offers regionally grounded insights for improving graduate transitions and designing equitable career ecosystems aligned with European integration goals.

The Society of Thoracic Surgeons "Looking to the Future" Program: Impact on Resident Academic Productivity and Society Membership.

The presence of historically underrepresented minority employees who defy negative stereotypes can have widespread organizational benefits. For example, hiring highly successful women and racial minority employees can reduce stereotypes about their groups, set a precedent for more inclusive norms, and create role models for members of stereotyped groups. Yet, defying stereotypes also makes these employees particularly salient, as their success in organizations conflicts with stereotyped expectations regarding their career outcomes. By integrating insights from the stereotype content model and the process of attribute substitution from dual process theory, we argue that the salience of highly successful women and racial minority employees can ironically have negative secondary consequences for the groups from which they hail. Specifically, we propose that exposure to successful women and racial minorities can lead to inflated perceptions of gender and racial diversity, as the salience of such stereotype defiers is used to evaluate their groups' prevalence. We further suggest that such inflated diversity perceptions can significantly hinder organizational efforts to advance the interests of the historically underrepresented minority groups in question. We test our predictions across four complementary studies: three experiments (including stimuli generated with real data for gender diversity in organizations in the United States) and a study that combines real gender diversity and gender pay gap data from organizations in the United Kingdom with experimental data on diversity perceptions. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The systemic roots of Chinese nurse burnout: A mixed-methods study using natural language processing of social media data.

Impact of Neurosurgery Research and Education Foundation Vascular Course on Academic and Career Outcomes

Purpose: This paper explores the importance of graduate tracking systems in Nigerian tertiary institutions and examines their implications for improving educational quality, institutional accountability, and workforce development. Specifically, it highlights how graduate databases can help institutions track alumni career outcomes and adapt to labor market demands. Research Methodology: The paper employs a review-based research design, analyzing scholarly works, policy documents, institutional reports, and publications on graduate tracking systems and employment outcomes. Thematic analysis is used to identify key themes such as curriculum development, accreditation processes, and employment trends. Results: The findings emphasize that effective graduate databases are essential for improving curriculum, supporting accreditation efforts, and fostering alumni engagement. These systems also help institutions assess their contribution to national development and improve students' employability. Conclusions: The paper concludes that without structured graduate databases, Nigerian institutions face challenges in aligning educational outputs with labor market needs. Graduate tracking systems are vital for enhancing data-driven decision-making, accountability, and the relevance of education. Limitations: The study is limited by its review-based nature and does not involve primary data collection or empirical research. Contribution: This paper contributes to the ongoing discussion on enhancing higher education practices in Nigeria by advocating for the development of robust graduate tracking systems that improve institutional planning, curriculum effectiveness, and graduate employability.

Given that structural and systemic racism in the United States has led to significant wealth gaps for some global majority populations, student debt may have even more costly impacts on the career outcomes for Black arts graduates in comparison to their White peers. Therefore, we investigated the research question, what effects do race and student loan debt have on the career choices of U.S. Black college arts graduates? To answer this research question, we tested our hypothesis using data from the National Survey for College Graduates (NSCG). Relative to White arts graduates, Black arts graduates are more likely to have borrowed to pay for school, still owe on their debt, and conditional on having borrowed and owing; they borrowed and owe more. They are also 12.5% less likely to work in the arts relative to White arts graduates, and to pay for college with funding sources that do not require repayment such as assistance from family and personal savings. As a result of these findings, we pose implications for cultural policy, as well as pose further research for future inquiries.

Although research has identified the negative experiences and attitudes of individuals currently holding dirty jobs, it remains unclear whether holding these jobs relates to future career outcomes for individuals once they leave their dirty work roles. Drawing on the public and self-stigma model, we argue the outcomes of dirty work do not cease after employees exit dirty jobs but extend to predict future career success. We tested our hypotheses using a multidecade nationally representative longitudinal sample, a simulated hiring experiment, and a qualitative study of previous dirty workers. The results indicate individuals with career histories that included dirty work experience both public and self-stigma, which relates to lower income and prestige in future jobs as well as a higher likelihood and longer length of unemployment between jobs, compared to individuals with no previous dirty jobs. Moreover, the negative associations with individuals' future career outcomes were shown to be stronger with greater amounts of dirty work experience previously accumulated throughout their careers (i.e., the number of prior dirty jobs, total length of dirty work, dirtiness of jobs held). These findings suggest deleterious outcomes of holding dirty work remain even after employees leave those roles, shedding light on the enduring associations between stigmatized work experiences and individuals' future career success. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Purpose Women veterans, a rapidly growing segment of the US veteran population, bring unique skills to the workforce, often acquired during their military service. We aim to understand and assist women veterans in career choices, including entrepreneurship and paid career success. Design/methodology/approach Using a survey approach, we focus on women veterans' unique learned military skills, the length of their military service, and the well-known cognitive factors of tolerance of ambiguity and risk-taking propensity concerning their entrepreneurial intentions. Social cognitive theory and the theory of planned behavior provide a theoretical base for this study. Findings Our findings revealed some encouraging trends for women veterans: (1) learned military skills were positively related to entrepreneurial intentions, (2) learned military skills were positively correlated with paid career success for women veterans, (3) length of military service was positively related to entrepreneurial intentions, and (4) risk-taking propensity amplified the positive relationship between tolerance of ambiguity and entrepreneurial intentions. Originality/value We specifically focus on the application of the unique learned military skills of women veterans to entrepreneurship and paid employment.

Abstract Career choice is a multidimensional developmental process shaped by the interaction of dispositional characteristics, cognitive appraisals, and socio-cultural conditions. Within psychological research, personality has received sustained attention for its influence on vocational interests, decision-making styles, and career-related outcomes. This narrative review examines the personality–career choice relationship through the Big Five Personality Framework: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Drawing on major theoretical perspectives and empirical findings, the review employs Social Cognitive Career Theory (SCCT) to conceptualize personality as a distal personal influence whose effects are transmitted through Career Decision-Making Self-Efficacy (CDMSE) and outcome expectations. Particular emphasis is placed on cultural and contextual moderators, especially within non-Western and Indian settings. The review concludes that personality contributes to career development through indirect, cognitively mediated, and context-dependent pathways rather than fixed or deterministic mechanisms, and it discusses implications for personality-informed career guidance and future research directions.

Digitalization has transformed career development in modern work environments. This study investigates the effect of big data in human resources technology and personalized learning paths on career development, with employee engagement as a mediating variable, using freelancers on the Fiverr platform as the research context. Employing a quantitative research design and Structural Equation Modeling with SmartPLS, data were collected from 100 respondents recruited through active Fiverr communities on social media. The results reveal that big data in human resources technology significantly influences career development directly and indirectly through employee engagement. Similarly, personalized learning paths indirectly enhance career development by fostering higher employee engagement, although the direct effect was not significant. These findings underscore the critical role of engagement in bridging innovative human resources practices and career outcomes. The study contributes to the existing body of knowledge by providing empirical evidence on the interconnectedness of advanced human resources technologies, engagement, and career growth in the digital era. Practical implications highlight the need for organizations to prioritize engagement-driven strategies and integrate advanced technologies to empower employees. Future research should explore these relationships in diverse cultural and industrial contexts to enhance the generalizability of the findings.

To identify: (1) current evidence and gaps of PhD program components influencing PhD students' career outcomes; and (2) methods and tools used to assess the relationships between PhD program components and career outcomes. PRISMA scoping review. Search terms included PhD nursing students, PhD education, PhD-prepared nurse, PhD in nursing, nursing faculty, and assistant professor. Studies empirically assessing PhD program components and career outcomes (e.g., desires, attitudes, actual employment) were included. Two researchers conducted screening, data extraction, and inductive content analysis. PubMed, Scopus, and CINAHL in October 2025, without year and geographic location restrictions. The search yielded 379 studies. After title, abstract, and full-text screening, 13 studies were included. Analysis resulted in 10 factors spanning four categories: program preparation, readiness and satisfaction, impressions of the faculty role, and program support. Experiences in the PhD program likely influence students' desire to pursue academia. While this review synthesized influential factors, given significant gaps in the literature, there are likely more factors influencing student career desires. A more robust understanding of the factors during the PhD program which influence career outcomes is needed. This study did not include patient/public involvement in design, conduct, or reporting.

· Abstract In today’s competitive job market, networking plays a crucial role in securing internships and employment opportunities, especially for students and fresh graduates. With the rapid digitalization of recruitment processes, professional networking platforms like LinkedIn have emerged as powerful alternatives to traditional networking methods such as campus placements, personal references, career fairs, and alumni connections. This research paper aims to comparatively analyze the effectiveness of LinkedIn networking and traditional networking in helping students secure internships and employment. The study adopts a descriptive research design using primary data collected through structured questionnaires from students pursuing higher education. The findings indicate that LinkedIn provides wider reach, faster communication, and greater exposure to recruiters, while traditional networking offers trust-based referrals and personalized guidance. The study concludes that a blended approach combining both networking methods yields better career outcomes for students. In today’s competitive job market, students increasingly rely on both digital platforms and conventional methods to secure internships and employment opportunities. LinkedIn has emerged as a dominant professional networking platform, while traditional networking methods such as campus placements, referrals, career fairs, and personal contacts continue to play a significant role. This study aims to comparatively analyze the effectiveness of LinkedIn and traditional networking in securing internships and employment for students. The research is based on primary data collected through a structured questionnaire administered to undergraduate and postgraduate students, along with secondary data from journals, reports, and online sources. Statistical tools such as percentage analysis and hypothesis testing were used for data interpretation. The findings reveal that LinkedIn provides wider exposure, faster communication, and better access to recruiters, whereas traditional networking offers trust-based connections and structured placement opportunities. The study concludes that a hybrid approach combining LinkedIn and traditional networking yields better career outcomes for students. · Keywords LinkedIn, Traditional Networking, Internships, Employment, Students, Digital Networking.

This study aims to characterizethepractice of female interventional radiologists (IRs) from India and identify gender-related barriers. It provides insights and baseline data to guide initiatives advancing gender equity anddiversityin the specialty. A cross sectional study of female members of the Indian Society of Vascular and Interventional Radiology (ISVIR) was conducted between February and July 2025. Respondents provided demographic data and perspectives on leadership, work-life balance, gender bias, and career satisfaction. Descriptive analysisand logistic regression identified predictors of career outcomes. ISVIR registry listed 1,553 members, of whom 163 (10.5%) were women.Of the 95 eligible women, 86 completed the study (86/95, 90.5%). Most respondents (53/86, 61.6%) were in early career stages(0-5years post-training). Dual practice in diagnostic radiology and IR was common (54/86, 62.8%). Leadership roles were limited (20/86, 23.3%), and 43% (37/86) perceived gender-related barriers. Mentorship was predominantly male (71/86, 82.6%). Gender inequities were reported in salary (22/86, 25.6%), procedural access (49/86, 57%), and patient perceptions (45/86,52.3%). About 55.8%(48/86) reportedmaritalstatus negatively impacted their careers. Burnout was perceived by 75.6% (65/86)of participants. Early career participants were more likely to leaveIR (p = 0.027; OR = 0.293; 95% CI: 0.099-0.870), while seniorsreported gender-based discrimination(p = 0.024; OR = 2.625; 95% CI: 1.137-6.062).Despite these challenges, (74/86) 86% described IRasrewarding, and (77/86) 89.6% would choose IRagain. Women represent a minority of the IR workforce in India, with the majority being in training/early career. Mentorship, maritalstatus, salary, procedural access, and patient perceptions were potential gender barriers.

In the United States, more than a quarter of the working-age population experiences physical disabilities that shape workplace participation and career outcomes. Drawing on 168 articles, we synthesize the management literature to develop a unifying framework of focal mechanisms, workplace outcomes, and boundary conditions. In doing so, we offer a clear definition of physical disability, long absent from management research. We also highlight the fragmented theoretical and methodological landscape, in which most studies aggregate disability types, overlooking critical heterogeneity. Our review charts a path forward by identifying key gaps, outlining directions for future scholarship, and emphasizing the need for stronger theoretical grounding and methodological rigor. Finally, we discuss implications for policy and practice, underscoring how greater inclusion of persons with physical disabilities can advance various workplace outcomes.

Purpose This study aims to examine the role of secure attachment style in shaping employees’ career resources and, in turn, their career success. Drawing on conservation of resources theory, the study proposes and tests a multi-path model in which secure attachment influences career success through the sequential mediating roles of career resources, career adaptability and career satisfaction. Design/methodology/approach Data were collected in multiple phases from a sample of 336 employees across diverse industries. Partial least squares structural equation modelling was used to assess the research model. Findings The results indicate that a secure attachment style is positively related to career resources, career adaptability, career satisfaction and career success. Employees who possess greater career resources report higher levels of career satisfaction, which subsequently contributes to enhanced career success. The findings provide empirical support for the sequential mediating effects of career resources, career adaptability and career satisfaction. Practical implications Organisations can benefit from recognising individual differences in attachment styles when designing human resource management practices. Developing clear career pathways and competency frameworks can enhance employees’ career resources by increasing transparency, direction and access to growth opportunities. Originality/value This research offers an integrated perspective on how early psychological resources, rooted in attachment styles, can influence long-term career outcomes. It contributes to the literature by demonstrating the sequential interplay of multiple career-related resources in explaining career success.

The study examines the role of Generative Artificial Intelligence (GenAI) integration and the SWAYAM MOOC learning platform in enhancing career opportunities among management students by aligning higher education with contemporary industry requirements. The research is grounded in the growing need for technologically enabled, industry-relevant, and ethically responsible management education in the era of digital transformation. The study particularly focuses on how Generative AI supports skill development and ethical decision-making, while SWAYAM contributes to structured, certification-oriented, and industry-aligned learning. The empirical investigation was conducted using a sample of 208 MBA students from Bangalore, a major educational and technological hub in India, making it an ideal location to study the impact of advanced digital learning tools in management education. Data were collected through a structured questionnaire measuring Generative AI integration, SWAYAM learning effectiveness, and Career Opportunities. The analysis was carried out using PLS-SEM to test the reliability, validity, and structural relationships among the constructs. The measurement model demonstrated strong reliability and validity, with Career Opportunities and Generative AI integration showing high internal consistency and adequate convergent validity. Although SWAYAM learning exhibited slightly lower convergent validity, its reliability remained within acceptable limits, confirming its suitability for further analysis. The structural model results revealed that both Generative AI integration and SWAYAM learning have a statistically significant and positive impact on Career Opportunities. Specifically, Generative AI showed a moderate yet significant influence (β = 0.201, p = 0.001), while SWAYAM learning exerted a strong and dominant effect (β = 0.630, p < 0.001) on enhancing employability, job readiness, and career advancement prospects. The findings indicate that SWAYAM plays a pivotal role in improving career outcomes through industry-relevant content, certification value, and flexible learning, while Generative AI acts as a complementary enabler that enhances personalized learning, analytical capabilities, and ethical decision-making competencies. Together, they form a powerful ecosystem that bridges the gap between higher education and industry expectations. This study contributes to the literature on technology-enabled management education by providing empirical evidence from Bangalore-based MBA students and offers practical implications for curriculum designers, academic institutions, and policymakers. It highlights the importance of integrating Generative AI and national digital learning platforms like SWAYAM to build a future-ready, ethically aware, and industry-aligned management workforce.

Purpose This study aims to examine the impact of career crafting on personal brand equity, career sustainability and prosocial proactive behaviors, emphasizing the moderating role of career development idiosyncratic deals (i-deals). Design/methodology/approach Data were collected from 225 paired hotel employees and supervisors. Using structural equation modeling and the PROCESS macro, the study assessed the relationships between career crafting, personal brand equity and related outcomes while exploring moderating and mediating effects. Findings Career crafting positively influences personal brand equity, which enhances career sustainability and prosocial proactive behaviors. Development i-deals strengthen the indirect effects of career crafting through personal brand equity, yet their direct impact on prosocial behaviors is limited. High development i-deals amplify career outcomes through personal branding. Originality/value This study offers a novel theoretical lens by integrating signaling and social exchange theories to explain how career crafting and development i-deals jointly shape sustainable career outcomes and organizational effectiveness.

Abstract Background Globalization, technological disruption, and sustainability challenges have intensified the need for higher education to ensure career sustainability and long-term success. Students are expected to acquire skills related to the SDGs that enhance their employability, adaptability, and resilience, while contributing to sustainable development. Social Cognitive Career Theory (SCCT) offers a comprehensive framework for linking psychological mechanisms with institutional and contextual supports to explain career sustainability. Purpose This study systematically reviewed literature on career sustainability, employability, and SDG-related skills in higher education to (a) identify publication trends and dominant skill domains, (b) analyze how SCCT constructs explain sustainable career outcomes, and (c) propose strategies for SCCT-informed interventions. Methods A Systematic Literature Review (SLR) was conducted on 32 empirical studies published between 2014 and 2024, guided by the PRISMA 2020 guidelines. Science mapping, including annual trend analysis, keyword co-occurrence, and co-word clustering, was combined with thematic synthesis to uncover conceptual linkages and research gaps. Results The findings revealed that soft skills, employability skills, and 21st-century competencies were the most emphasized, primarily aligned with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). However, SDG 10 (Reduced Inequalities) and SDG 13 (Climate Action) were underrepresented. While only a minority of studies explicitly employed SCCT, its constructs, self-efficacy, outcome expectations, personal goals, contextual support, and person input proved valuable in explaining mechanisms that foster sustainable careers. Conclusion Career sustainability in higher education is best understood as the dynamic interplay between skills, psychological agency, and systemic support. SCCT provides explanatory and practical strength in bridging these dimensions.

This study examines the effect of leadership education and training on structural promotion among civil servants in the Indonesian National Police, with competence as a mediating variable. In the context of public sector reform, leadership training programs are expected to support a merit-based promotion system by enhancing individual competence. However, empirical evidence indicates that leadership training does not always lead directly to career advancement. This study aims to provide empirical clarification by analyzing both direct and indirect relationships among leadership training, competence, and structural promotion. A quantitative approach was employed using survey data collected from 121 civil servants working across 29 units of the East Java Regional Police Headquarters. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with WarpPLS 7.0. Leadership education and training were measured through curriculum relevance, learning methods, evaluation systems, instructor quality, and program management. Competence was assessed based on managerial, leadership, and technical dimensions, while structural promotion was measured using both perceptual indicators and objective career data.The results show that leadership education and training do not have a significant direct effect on structural promotion. However, leadership training has a significant positive effect on competence, and competence has a strong positive effect on structural promotion. Furthermore, competence fully mediates the relationship between leadership education and training and structural promotion. These findings indicate that leadership training contributes to career advancement only when it effectively enhances measurable competence.This study contributes to the literature on human capital and public sector human resource management by emphasizing the central role of competence in translating training investments into career outcomes. Practically, the findings suggest that promotion systems within the Indonesian National Police should strengthen the integration between leadership training outcomes, competency assessment, and merit-based promotion mechanisms.