In the context of sustainable development and the growing emphasis on decent work and productivity, understanding the human factors that shape employee performance has become a central concern for organizations and policymakers. While intelligence has long been linked to work outcomes, existing research remains fragmented and predominantly focused on single dimensions, offering limited insight into how different forms of intelligence interact across employees’ career life cycles. Addressing this gap, the present study advances a multi-dimensional perspective on intelligence and examines its relevance for sustainable employee productivity, thereby contributing to the human resource management literature and to the achievement of Sustainable Development Goal 8 (Decent Work and Economic Growth). The study assesses the impact of five types of intelligence (cognitive—IQ, emotional—EQ, physical—PQ, vitality—VQ, and social—SQ) on employee productivity across distinct career life cycle stages. The research was conducted in two phases: (1) measurement of intelligence dimensions and employee productivity using standardized psychometric instruments, including MSCEIT V2.0, the Guilford–O’Sullivan test, the Eysenck test, the Chekhov vitality method, and biological age indicators; (2) statistical analysis of the relationships between intelligence, productivity, and career stages using open-source Python tools. Empirical data were collected from enterprises in the Ukrainian construction industry. The findings demonstrate that the influence of intelligence on productivity varies across career stages. Emotional intelligence emerges as a consistently significant factor throughout the employee life cycle, while other intelligence dimensions exhibit stage-specific effects. These results confirm the dynamic and non-uniform nature of intelligence–productivity relationships. The study provides practical insights for sustainable human resource management by highlighting the need for stage-sensitive development strategies that align intelligence profiles with career phases. Implementing such targeted approaches can enhance employee productivity, organizational effectiveness, and long-term economic sustainability, thereby supporting progress toward SDG 8.

In modern corporate settings, emotional intelligence (EI) has become a crucial skill affecting interpersonal effectiveness and professional performance. Technical proficiency is still crucial, but employees' capacity to identify, control, and react positively to emotions has a big impact on how they interact with coworkers and perform. This study looks at how emotional intelligence develops and shows up at various levels of professional experience, as well as how it helps people improve their interpersonal abilities. The study uses a mixed-methods approach, gathering primary data from 76 employees via a structured questionnaire. Employees with less than five years of experience (52 respondents) and those with more than five years of experience (24 respondents) were the two groups into which the respondents were divided. Initial emotional reactions, situational emotional intelligence, present emotional intelligence, and self-perceived emotional intelligence were all evaluated in the survey. To facilitate comparison analysis, qualitative replies were methodically transformed into quantitative scores using a predetermined scoring structure. The results show that emotional intelligence does not grow with experience in a linear fashion. While seasoned workers show emotional stability along with less situational flexibility, individuals in the early phases of their careers show more emotional adaptability, stronger situational emotional intelligence, and greater self-perceived emotional confidence. The findings show that learning orientation, exposure to the workplace, job demands, and ongoing reflection—rather than experience alone—all have an impact on the dynamic development of emotional intelligence. In order to maintain interpersonal effectiveness and job success, the study underscores the necessity of experience-specific emotional intelligence development interventions and stresses that emotional intelligence needs constant reinforcement throughout all career stages.

ABSTRACT Interprofessional collaborative practice (IPCP) is essential. Its development in the early career stage remains underexplored, particularly in Asia, where hierarchical cultures and limited interprofessional education. Understanding these gaps is critical for curriculum design and workplace strategies. This study assessed IPCP among early-career doctors and nurses in Thailand using the Interprofessional Collaborative Competency Attainment Survey (ICCAS), together with questionnaires on perceived barriers and training needs. Nurses reported significantly higher ICCAS scores across all domains (mean 3.65 vs 3.26, p < .001), with the most significant gap observed in roles and responsibilities (Hedges’ g = 0.77). Doctors more often cited systemic and organizational barriers, while nurses emphasized role clarity and communication challenges. Despite their higher competence ratings, nurses expressed greater demand for additional training, with more than 90% reporting needs across most domains. These patterns persisted after adjustment for demographic factors, suggesting that disparities are influenced by professional pathways rather than background alone. The findings indicate that nurses enter practice with stronger collaborative habits, whereas doctors face early pressures that constrain engagement in team-based care. Addressing these gaps requires integrated interventions. Simulation-based training, structured mentorship, and shared learning can strengthen competencies early. Adequate organizational support is critical for the long-term sustainability of IPCP. Trial registration: TCTR20240313001 (Thai Clinical Trials Registry) registered Mar 13, 2024.

Despite its official adoption in Iran’s national EFL curriculum, Communicative Language Teaching (CLT) remains inconsistently implemented, revealing a profound disconnect between policy mandates and classroom realities. This mixed-methods study examines the perceptions of 35 Iranian EFL teachers (15 pre-service, 20 in-service) in Isfahan, using questionnaires and semi-structured interviews, to explore their conceptualizations of CLT, perceived barriers to its enactment, and the resulting belief-practice gap. Findings demonstrate robust theoretical support for CLT principles across both cohorts, yet their practical application is severely constrained. Common obstacles include grammar-focused national examinations, large class sizes, students’ ingrained passive learning habits, scarcity of authentic materials, and insufficient teacher training. In-service teachers further highlight systemic barriers—misaligned assessment systems, inadequate administrative support, and low salaries—whereas pre-service teachers, limited by minimal classroom exposure, display greater optimism. Framed through Vygotsky’s sociocultural theory, the study positions teachers as active agents mediating conflicting institutional and cultural demands. It contends that sustainable CLT integration demands policy coherence, sustained professional development, and context-sensitive adaptations rather than relying solely on top-down reform. By providing a comparative analysis across career stages, this research advances teacher cognition scholarship and reframes CLT as a locally negotiated practice, offering direct implications for teacher education, curriculum design, and policymaking in comparable EFL contexts.

Purpose This study investigates the gender-specific challenges, organisational support measures, and job outcomes experienced by female professionals in the Sri Lankan construction industry. It addresses a critical knowledge gap by contextualising global gender equity discourse within a developing country setting, where socio-cultural norms and institutional limitations uniquely shape women's workplace experiences. Design/methodology/approach The study employed a quantitative research design to collect and analyse survey data from female professionals in the Sri Lankan construction industry. Statistical methods, including t-tests, ANOVA, and correlation analysis, were deployed to assess the prevalence of gender-related challenges, the adequacy of organisational support, and their associations with job stress, satisfaction, and turnover intention. Findings The results reveal that while overt discrimination is less commonly reported among office-based professionals, systemic barriers, such as limited career-aligned opportunities, work–life imbalance, and the ongoing need to prove competence, persist. These challenges vary significantly by role and career stage, with mid-career and executive women reporting greater concerns. Organisational support mechanisms, particularly flexible work arrangements, leadership advocacy for gender neutrality, and equitable promotion practices, are significantly associated with improved job outcomes. Notably, turnover intention remains high in technical roles despite moderate job satisfaction and low stress, suggesting a complex interplay of factors, including restricted career mobility and adaptive coping. Originality/value This study makes a novel contribution by empirically mapping the relationships between gender-specific challenges, support mechanisms, and job outcomes in a developing country context. It advances theoretical frameworks such as the role congruity theory and the job demands-resources model, while offering practical, context-sensitive recommendations for industry stakeholders and policymakers. The findings highlight the need for multi-level, career-stage-specific interventions to foster a more inclusive and sustainable construction workforce in Sri Lanka.

This study investigates the determinants of crash helmet use outside workplace among healthcare professionals at Tamale Teaching Hospital (TTH) in Ghana. Grounded in the Health Belief Model, the Theory of Planned Behavior, and Social Cognitive Theory, the study emphasizes the roles of personal attitudes, perceived risks, and social influences in promoting safety behavior. By integrating these theoretical frameworks, the study highlights how individual beliefs and societal factors can impact the adoption of safety measures. Employing a cross-sectional quantitative design, the study aimed to assess helmet usage among healthcare professionals. The target population consisted of approximately 4,000 staff members at TTH. Using the Krejcie and Morgan table, a sample size of 400 participants was determined. Stratified random sampling was implemented to ensure adequate representation across various job roles, including doctors, nurses, and paramedics. The dependent variable in this study was helmet usage, categorized as binary (uses/does not use), while the independent variables included job role, safety training (received/not received), years of experience, and attitudes towards safety. A structured questionnaire, incorporating closed and Likert-scale questions, was utilized to capture demographic data, helmet use habits, and safety attitudes. Statistical analyses were conducted using IBM SPSS version 27, applying logistic regression, chi-square tests, and correlation analysis to assess the relationships between the variables. The findings indicated that safety training (β = 0.80, p < 0.001) and positive attitudes towards safety (β = 0.005, p = 0.005) significantly influenced helmet use. Medical doctors emerged as the most compliant group, demonstrating a higher likelihood of helmet usage (β = 0.43, p < 0.001). Years of experience exhibited varying effects on helmet compliance, with professionals at different career stages showing distinct usage patterns. The study underscores the need for targeted interventions aimed at enhancing safety training and cultivating positive safety attitudes to improve helmet compliance among healthcare professionals. The study emphasizes that, to bolster helmet usage, healthcare institutions should expand safety training programs, promote a culture of safety, and develop tailored strategies to address the unique needs of various job roles within the healthcare setting.

Abstract Background Women in academic anesthesiology face numerous structural and cultural barriers that impede academic advancement and threaten career longevity. Understanding the impact of these challenges can allow steps to be taken to improve gender equity and retention in academic anesthesiology. Methods This study describes a voluntary, anonymous survey distributed to faculty members in the Department of Anesthesia &amp; Perioperative Care at an urban tertiary care academic Health System with a variety of anesthetizing locations across six hospitals. All clinical faculty members in the Department, regardless of gender identity, were invited to participate ( n = 209). The 57-question survey, which was administered over a 3-week time period in 2024, examined the relationship between demographic variables and professional factors relating to career progression. Quantitative data were summarized with descriptive statistics to compare responses between both gender and career stage peer groups. Using inductive thematic analysis, the authors analyzed open-ended survey data and developed themes that will be used to develop future improvement initiatives. Results The survey response rate was 35% (73/209). Respondents were well-balanced in terms of gender (52.1% women, 45.2% men, 2.7% other) and other demographic groups. Women respondents more often remained at an assistant professor level after 6–10 years of practice (36.4% vs. 0%), reported fewer first or senior author publications if in practice 5 + years (70% vs. 33.3%), and described non-promotable work responsibilities in early- and mid-career time points (85% vs. 67%). Women less often reported receiving an accelerated promotion (33.3% vs. 44.8%); holding departmental (50% vs. 58.6%), institutional (17.9% vs. 35.7%), or national (34.6% vs. 44.8%) leadership positions; and having participated on an editorial board (26.5% vs. 37.9%). More women, particularly in early- and mid-career stages, reported active intent to leave the institution (21.1% vs. 12.1%). Three clear themes emerged from qualitative survey data: 1) Career Advancement, 2) Work Culture, and 3) Work-life Integration. Conclusions Differences are reported in traditional metrics of academic career success between men and women in an academic anesthesiology department. The themes identified provide concrete targets for improvement in improving equity between women and men and retention in academic anesthesiology.

The hospitality sector in West Java, particularly boutique hotels, faces ongoing challenges in sustaining employee satisfaction and service quality in an increasingly competitive environment. This study explores the relationship between training effectiveness, perceived organizational support (POS), and service job satisfaction, with employee tenure as a moderating variable. Data were collected from 120 front-line hotel staff and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that training effectiveness positively influences both POS and job satisfaction, with POS mediating the relationship. Employee tenure moderates these effects, suggesting that satisfaction outcomes vary across different career stages. The study contributes to the Social Exchange Theory by integrating tenure as a conditional factor that shapes the dynamics of training and support in service-oriented organizations.

Academic health center (AHC) psychologists finding novel leadership pathways, both within and outside their AHCs, can provide valuable opportunities for professional enrichment and growth. In this manuscript, we describe how psychologists' training, experiences, and skills contribute to leadership success in traditionally medically-led organizations (MLOs). We also describe how four ACH pediatric psychologists, all at different career stages, found unique leadership roles within traditionally medically-led organizations (MLOs). For each leadership role example, we describe (1) how career stage, expertise, and values intersect with the leadership opportunity, (2) the psychologist's organizational context and leadership role structure, and (3) the psychologist's leadership contributions and collaborative strategies. We also provide concrete recommendations to other ACH psychologists who wish to explore leadership roles throughout their careers.

Enhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement.

Differential attainment describes the systemic differences in outcomes when grouping cohorts by protected characterises and socioeconomic backgrounds. To date, most research studies have focused on a small number of characteristics and outcomes. This systematic review aimed to explore the association between a range of student/trainee characteristics and differential attainment in undergraduate and postgraduate medical education. A systematic review was conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) guidelines with searches conducted in May 2023. Outcome measures were assessment, progression through training, and qualification in medical students or trainee doctors. Specific characteristics included were age, disability, entry route to medicine, ethnicity, gender, religion and socio-economic status. The Cochrane RoB tool, the Newcastle-Ottawa Scale and the GRADE approach were applied. A narrative synthesis was conducted due to heterogeneity between studies. Ninety-five studies were included. The majority were observational. There were over 381,815 medical student and 395,191 trainee doctor participants across all studies. The certainty across included studies was low and results were heterogeneous. Most results focused on assessment, followed by progression, then qualification. Gender, ethnicity and age were most commonly studied. Mixed results were noted for gender with results suggesting an advantage for undergraduate females however, females took longer to complete postgraduate training, and males were more likely to be on a specialist register. Minoritised ethnicity was consistently associated with lower attainment across a large number of studies. Younger doctors consistently did better in postgraduate assessments. Only 32 studies examined other characteristics with mixed results for disability and entry routes to medicine. The impact of socioeconomic status varied, but lower status was associated with lower attainment at later career stages. Differential attainment is a complex, context-dependent phenomenon with multiple contributory factors that are challenging to disentangle. Despite low certainty of evidence, this review suggests that many characteristics do impact on outcomes in medical education. This warrants further investigation and indicates a need for monitoring and targeted differential attainment interventions to ensure equitable outcomes for medical students and doctors in training. This systematic review is registered on PROSPERO, accessible at https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023426933. PROSPERO has been updated to reflect the progression of this review.

Mentorship and Coaching.

BackgroundIn the absence of a cure or widely accessible, effective treatments, prevention efforts are critical to mitigating the future burden of dementia. Achieving this requires coordinated efforts across health and social care systems, alongside engagement from other government sectors and key stakeholders. However, translating evidence into effective and equitable policies presents a significant challenge. To address this, the NIHR Dementia and Neurodegeneration Policy Research Unit at Queen Mary University of London (DeNPRU‐QM) launched an expert consensus initiative aimed at developing actionable public health policy recommendations for dementia prevention.MethodThe study was pre‐registered on Open Science Framework (https://osf.io/5c4mh). A diverse, multidisciplinary panel of 40 experts balanced across lived, academic, clinical, policy and advocacy experience, career stages, gender and ethnicity met in October 2024 at Nottingham University for a two‐day in‐person workshop. They shared perspectives regarding how public health policy should respond to/account for current dementia prevention research, co‐creating preliminary statements to reflect views discussed and receiving support across stakeholder groups. This was followed by a three‐round online modified‐Delphi survey where panellists rated statements on a 5‐point Likert scale, provided feedback, and suggested new statements. In rounds 2 and 3, statements were revised based on feedback, and panellists could adjust ratings after reviewing group comments and prior results. Consensus was defined as ≥67% agreement, with statements achieving this threshold graded as ‘U’ (100% agreement), ‘A’ (90%–99% agreement), ‘B’ (78%–89% agreement), or ‘C’ (67%–77% agreement).Result38 (95%) panellists completed all three survey rounds. Consensus was achieved on 56 recommendations spanning four domains: public health messaging, individual‐level interventions, population‐level interventions, and research commissioning. Six statements achieved unanimous agreement; these highlighted the need for consistent, evidence‐based messaging, equitable access to interventions, systemic approaches to reduce health disparities, and improved data infrastructure for tracking dementia outcomes.ConclusionThis framework provides a robust foundation for policymakers seeking to implement evidence‐based dementia prevention. By prioritising clear communication, targeted interventions, and sustained investment in research, the recommendations can guide efforts to address structural inequities and advance dementia risk reduction. Ongoing cross‐sector advocacy will be crucial to drive policy adoption and implementation.

Locum Tenens in the Women's Healthcare Workforce.

ABSTRACT This paper examines how institutional mechanisms shape gender disparities in judicial promotion within a career‐based civil‐law system, where judges advance through merit‐based hierarchies punctuated by discretionary appointments to higher courts. By design, civil‐law judiciaries are typically governed by bureaucratic, merit‐based promotion procedures. Yet even in such systems, women remain underrepresented in senior judicial positions. We develop a model to distinguish between two mechanisms— promotion aversion and sex discrimination—and derive empirically testable implications. Drawing on a unique longitudinal dataset covering the full careers of nearly 7000 Spanish judges from 2005 to 2023, we combine survival models, matched mixed‐effects regressions, and data on voluntary specialization exams to analyze career advancement. Our results show that promotion aversion and sex discrimination operate at different stages of judicial careers: women who apply for promotion are highly qualified and successful in early‐career moves, but face structural barriers in later discretionary appointments. These findings challenge assumptions about the neutrality of bureaucratic promotion systems and underscore the role of institutional discretion in reproducing inequality. The paper contributes to comparative studies of career public servants and the governance of judicial hierarchies.

The retention of employees in the automobile industry has emerged as a critical factor for maintaining organizational stability and competitiveness, especially in rapidly growing markets like Bangalore. This study examines the behaviour and trends that influence employee retention within the automobile sector in Bangalore, a hub for numerous global and domestic automobile companies. The research highlights key factors — job satisfaction, career development opportunities, organisational culture, leadership styles, and compensation packages — that significantly influence employees' decisions to remain with their employers. By analysing the perceptions and experiences of employees across various automobile companies, the study identifies prevailing retention strategies and the challenges organisations face in fostering long-term employee engagement. The findings aim to provide actionable insights for human resource practitioners and organisational leaders to develop effective retention policies that align with the evolving needs of the automotive industry workforce. Additionally, the study compares employee segments across demographics, job roles, and career stages to understand the diverse factors influencing retention in this dynamic industry.

Creating positive and equitable lab environments has become a growing priority for the scientific community and funders of scientific research. Research institutions typically respond to this need by providing mandatory or optional training opportunities for their staff. However, there are limited resources for group leaders to improve the culture in their labs. Here, we introduce the SAFE Labs Handbook: a collection of 30 "commitments" that can be implemented by individual group leaders to improve research culture in the life sciences. The commitments were collaboratively developed by 13 group leaders working in eight different European countries. We also report the results of a survey in which we asked more than 200 researchers, at various career stages, about the commitments. Even though all 30 commitments were rated as significantly important by respondents, implementation rates were notably low (<25%). However, more than 95% of group leaders said they would consider implementing them. The SAFE Labs Handbook therefore represents a unique, community-driven tool with the potential to improve lab culture on a global scale.

Transformative mental health social work fosters participatory processes that drive emancipatory changes in services and systems, addressing societal barriers to inclusion, equity, and full citizenship. This study explored how transformative practices, aligned with United Nations' calls for reform toward person-centred, rights-based mental health recovery across Canada and Australia, are learned. Using co-operative inquiry, the research captures diverse experiences and knowledge from social work practitioners, managers, students, academics, and family members in a practice research partnership to examine how learning prepares and sustains mental health social workers for transformative practice. Findings revealed an iterative approach to learning in mental health, highlighting the diverse foci of learning (what) at various career stages (when) and the reciprocal nature of learning for and from others in the practice environment (from whom). In this unique context, the study underscored the importance of professional identity resilience.

ABSTRACT Designing successful professional development requires an understanding of perceived obstacles to integrating robotics in classroom; however, there are currently few validated assessment instruments and analyses of subgroup differences across educator career stages. This study looked at how pre-service teachers (PSTs) and teacher educators perceive barriers differently and validated a Perceived Implementation Barriers Composite (PIBC). From robotics education modules in African teacher education institutions, 109 educators in all (50 teacher educators and 59 PSTs) were enlisted. While a 2 × 2 × 2 Bayesian factorial regression with regional fixed effects looked at heterogeneity across position, gender, and training subgroups, confirmatory factor analysis (CFA) with WLSMV estimation and polychoric reliability assessment was used to evaluate the PIBC. Although single-factor CFA results showed limited model fit, the PIBC showed strong reliability (polychoric α = 0.882 ). Multigroup CFA suggested caution in mean comparisons by supporting configural and metric invariance but not full scalar invariance. Compared to PSTs, teacher educators reported fewer obstacles ( effect = − 0.223 , 95 % CrI : [ − 0.421 , − 0.025 ] ). Although credible intervals overlapped, interaction analyses suggested potential differences by gender and prior training. The results highlight the need for tailored, context-sensitive professional development in robotics education by indicating that career stage may moderate the impact of gender and training on barrier perceptions.

ABSTRACT Sport participation is recognised as a key context for youth development, including the acquisition of essential life skills for success beyond athletic careers. This study adopts a developmental perspective to explore how athletes perceive and narrate their career stages and life skills learning using a timeline method. Twenty-three university student-athletes from diverse sports and competitive levels created visual timelines, dividing their athletic careers into stages and detailing their perceptions about what skills they learned, how they learned them, and the social agents involved. Thematic analysis showed that athletes conceptualise their careers through personal, experience-based markers rather than fixed developmental models. Life skills development was perceived as dynamic and context-dependent, evolving from early adaptive strategies to more complex skills such as leadership and critical thinking. The timeline method offered valuable insights into the individualised, temporal, and environmental dimensions of life skills acquisition. Implications for sport psychology, youth development, and educational interventions are discussed, highlighting the need for longitudinal and context-sensitive research on life skills acquisition and transfer beyond sport.