Abstract International student mobility (ISM) has historically followed a pattern of movement from developing regions to developed countries. However, in recent years, there has been a noticeable increase in the number of Chinese students pursuing doctoral studies in Southeast Asian developing countries, an area that has received relatively little research attention. To address this gap, this qualitative exploratory study conducted semi‐structured interviews with 24 Chinese doctoral students to investigate their learning experiences in Southeast Asian developing countries, focusing on Malaysia, the Philippines and Thailand. Drawing on Bourdieu's concepts of field, capital and habitus, this study revealed three key phases in their doctoral journeys. In the initial stage, many students seemed to become ‘fish in simulated water’ as they adapted to a ‘floating field’ in these Southeast Asian developing countries. During the learning journey, they encountered challenges (e.g. unfamiliarity with international academic norms, difficulties with academic writing, ‘unspoken rules’ and limited supervision) in adjusting to the new field, and they relied on their existing capital while (re)developing habitus to address these challenges. As a result, they completed their doctoral journey with a sense of disappointment and uncertainty about the value of their doctoral degree. This study contributes new insights to the literature on ISM from the Global South–South context and extends Bourdieu's theory, enriching our understanding of how capital, habitus and field interact in the context of international higher education.

This study aimed to analyze the professional and academic profiles of graduates of master's and doctoral programs in dentistry at the Fluminense Federal University, as well as their perceptions about the program. A total of 327 graduates with degrees obtained between 2011 and 2023 were evaluated. Data collection was conducted through an online questionnaire sent via email by using Google Forms. The resulting data were organized in a Microsoft Excel spreadsheet and analysis was performed by using descriptive statistical techniques. As for the master's degree, most of the participating graduates were women, aged between 30 and 39 years, living in the city of Rio de Janeiro, and graduated from a public university. Most completed the course between 2012 and 2022 in the concentration area of dental clinic, and 46.3% work in the private sector. As for the doctorate degree, most of the participants were also women, aged between 35 and 44 years, residing in the city of Niterói, and graduated from a public university. Most completed their doctorate in the concentration area of dental clinic and they teach at public, federal (50.9%) or state (5.5%) universities, whereas 29.1% work in the private sector. For the vast majority of graduates (98.2%), the course was considered essential for their professional and academic insertion. The acquired learning has been used for both teaching and practicing in the private sector.

Complementary and Alternative Medicine (CAM), including Traditional Chinese Medicine (TCM), is gaining global recognition. The cross-border exchange of knowledge, particularly regarding the cultural aspects of various medical systems, has become more important than ever for fostering integrative medicine and inclusive health care. This study investigates the factors influencing international students' intentions to share TCM culture across borders, using the Theory of Planned Behaviour (TPB) as a framework. A TCM Culture Sharing Scale was developed based on the TPB model through expert consultation, Delphi surveys, and psychometric evaluations, followed by a pilot survey. A cross-sectional survey was conducted among international students studying in Mainland China. Logistic regression models were used to examine the influence of attitudes (ATT), subjective norms (SN), perceived behavioural control (PBC), and various sociodemographic factors on international students' intentions to share TCM culture with people from their home countries. Of the 1,438 valid responses, ATT (OR = 1.306, 95% CI: 1.202-1.419, P < 0.001) and PBC (OR = 1.554, 95% CI: 1.437-1.682, P < 0.001) significantly predicted international students' intentions to share TCM culture with people from their home countries, while SN was not significant. Male students, atheists, and those with prior TCM experiences were more likely to share TCM culture. Students pursing their doctorate degree or from Europe showed lower odds of sharing. The multivariable model demonstrated strong predictive power (AUC = 0.933). This study highlights the importance of ATT and PBC in shaping international students' intentions to share TCM culture across borders and suggests that fostering positive attitudes and empowering students through resources and experiential learning can enhance cross-border dissemination of TCM culture. Aligned with broader efforts to establish more integrative and inclusive healthcare systems, this study provides insights into enhancing the global dissemination of CAM, emphasizing its cultural foundations. Future research should expand to longitudinal and qualitative approaches for broader and deeper insights into CAM culture sharing.

The physician assistant (PA) profession, historically grounded in a generalist educational model, is experiencing growing pressure to adapt to a workforce increasingly dominated by specialty practice. Questions have emerged regarding whether PA education should incorporate earlier opportunities for specialization. These questions are especially important now, given the potential transition of PA programs from master's to doctoral degrees. This article examines the historical foundations of the generalist model, current workforce and employer trends, the potential benefits and risks of early specialization, and possible middle-ground approaches to such a shift. This narrative is a call for a structured, profession-wide dialogue involving educators, policymakers, and clinicians to evaluate the implications of early specialization and guide the evolution of PA education in alignment with workforce needs and professional values.

Previous research has extensively explored the motivations for pursuing a PhD, aiming to answer the question of “why pursue a doctorate.” However, it has largely overlooked the group that ultimately abandons this pursuit. This paper takes rational choice theory as the analytical framework, and through in-depth interviews with 25 humanities and social sciences academic master’s students, it explores the dynamic process and the complex factors behind the changes in the choice of, with the aim of answering the question of “Why do master’s students who initially have the willingness to pursue a doctoral degree ultimately give up?.” The study reveals that their decision-making process undergoes three distinct stages. That is, the stage of motivation formation based on social rationality, the stage of resource allocation based on conditional integration, and the stage of decision-making and trade-off based on survival rationality and economic rationality. This dynamic process and its decision-making mechanism are deeply influenced by individuals’ social class, supporting the effectively maintained inequality theory. The conclusions offer important implications for refining graduate education policies and understanding the relationship between doctoral degree attainment and family background.

Teacher job attitudes are widely recognized as critical to educational quality and institutional performance, yet few investigations have explored their complex dimensions within university contexts using validated organizational behavior models. Addressing this gap, the present study employed Robbins and Judge’s (2003) three-dimensional framework, which includes job satisfaction, job involvement, and organizational commitment, to evaluate university faculty attitudes and examine demographic or professional variations. A cross-sectional survey was administered to 406 faculty members at the Mongolian University of Science and Technology through convenience sampling. Participants were predominantly female (72%) and held either master’s (53%) or doctoral (47%) degrees. Data were collected with a structured questionnaire and analyzed using SPSS for descriptive statistics, regression, reliability testing, and factor analysis. Sampling adequacy was confirmed by a Kaiser–Meyer–Olkin value of 0.948 and Bartlett’s test of sphericity (χ2 = 1,699.53, p &lt; 0.001). The three-factor structure demonstrated strong internal consistency, with Cronbach’s alpha ranging from 0.803 to 0.847 and composite reliability between 0.814 and 0.868. Mean scores reflected moderate-to-high levels across all dimensions: job involvement (76.6%), job satisfaction (73.8%), and organizational commitment (73.6%). Correlations among the three constructs were strong and positive (r = 0.65–0.69, p &lt; 0.001). An “engagement paradox” was evident: while teachers reported exceptionally high personal responsibility (90.8%) and professional pride (85.8%), they expressed relatively low organizational participation and salary satisfaction (each 59.8%). These results confirm the suitability of Robbins and Judge’s model for higher education and reveal a nuanced profile of teacher commitment. Despite structural constraints, faculty exhibit strong intrinsic motivation and professional identity. Organizational strategies that enhance participatory governance, expand professional development, and improve working conditions could better leverage this existing engagement to strengthen educational outcomes.

As a black South African student from a disadvantaged background, my journey through doctoral studies at a historically white university revealed the complex, simultaneous dynamics of humanising and dehumanising processes within supervisory relationships. This autoethnography examines how supervisory relationships operate within contested institutional terrain, challenging linear transformation narratives through Ubuntu philosophy and Kronenberg’s humanisation-dehumanisation continuum. Through analysing 25 of my personal diary entries spanning four years of my doctoral degree, I trace five interconnected themes that reflect the negotiation of contradictory institutional dynamics within academic spaces. The findings reveal how spatial negotiations, epistemic tensions and institutional fragmentation coexisted with authentic mentorship, safe space creation and strategic agency development. Rather than a linear movement from exclusion to inclusion, I experienced ongoing navigation of spaces marked by constraint and the possibility for agency. My supervisors’ humanising practices operated within rather than external to colonial structures. This supervision exemplified Ubuntu’s relational ontology where authentic relationships emerge through rather than despite contradiction and tension, enabling strategic navigation of institutional contradictions through accumulated relational practices. Contribution: This autoethnography illustrates how supervisory relationships function as contested spaces where humanising and dehumanising processes operate simultaneously. The study reveals how Ubuntu’s recognition of relational complexity enables strategic agency development within historically white institutions through interpersonal practices that create micro-sites of care within persistently harmful structures. It offers practical insights for trauma-informed supervision while acknowledging that transformative relationships provide tactical resistance rather than systemic transformation, contributing to broader decolonial efforts through accumulated acts of humanising praxis.

Background: Breast pumps can support breastfeeding continuation in the United States, where federal law permits only 12 weeks of unpaid maternity leave. Despite widespread use, research on individuals' experiences with breast pumps is limited. Methods: An interdisciplinary research team developed a cross-sectional Qualtrics survey to explore the perspectives of breast pump users in the United States. Participants were recruited online over a 30-day period in 2021. Descriptive statistics summarized breast pump attributes valued by users, while open-ended responses were analyzed using content analysis. Results: A total of 641 participants completed 906 pump evaluations. Respondents were located across the United States, with the majority from the Midwest (42%) and South (29%). Most participants were non-Hispanic White (85%) and highly educated (60% held a master's or doctoral degree). Eight thematic categories with positive, negative, and neutral/mixed experiences emerged: flange fit (user cited need for better sizing guidance and access to multiple sizes), mobility (wearable pumps improved flexibility; electric pumps required accessories for hands-free use), cost and insurance (coverage often excluded replacement parts or alternate flanges), efficacy (some pumps emptied breasts efficiently, others lacked adjustable suction or cycle), longevity (durability was valued for frequent use), manufacturer support (experiences from helpful to inadequate information available to maximize pump efficacy and fit), noise (quiet pumps were preferred), and discomfort (proper fit reduced pain, though soreness and nipple trauma were reported). Conclusions: Centering users' experiences can inform improvements in pump design, insurance coverage, and professional support to reduce barriers to breast milk expression and promote breastfeeding success.

The Early Career Awards, given for the first time in 1974, recognize the large number of excellent early career psychologists. Recipients of this award may not have held a doctoral degree for more than nine years. The 2025 recipients of the APA Distinguished Scientific Contribution Awards were recognized by the 2024 Board of Scientific Affairs and selected by the 2024 Committee on Scientific Awards. For groundbreaking contributions to psychophysiology and the study of individual differences, Peter E. Clayson is a 2025 award winner. Clayson is transforming the field by ensuring psychophysiological research is firmly grounded in rigorous psychometric principles. His pioneering work on the reliability of event-related brain potentials has set new standards for evaluating individual differences, optimizing paradigms, and improving the clinical utility of biomarkers. Through widely used open-source software, methodological innovations, and advocacy for open science, he has enhanced the transparency, reproducibility, and rigor of psychological research. His visionary approach and commitment to methodological excellence have profoundly influenced the future of psychological and clinical science. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The Early Career Awards, given for the first time in 1974, recognize the large number of excellent early career psychologists. Recipients of this award may not have held a doctoral degree for more than nine years. The 2025 recipients of the APA Distinguished Scientific Contribution Awards were recognized by the 2024 Board of Scientific Affairs and selected by the 2024 Committee on Scientific Awards. For her integrative approach, bridging social psychology, relationship science, health psychology, and psychophysiology to understand how humans socially connect, Amie Michelle Gordon is a 2025 award winner. Gordon has blazed new paths by studying unique contexts like co-sleeping to better understand how interactive processes in romantic relationships influence self and others' behavior, cognition, and physiology. Her research has taken seriously the idea that humans' unique ability to engage in prosocial cognitions and behavior serves as the sticky social glue to create and sustain relationships. She has done this research with the highest standards, most rigorous methods, and innovative approaches, providing a notable shift in how relationship science informs and impacts psychological science. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The Early Career Awards, given for the first time in 1974, recognize the large number of excellent early career psychologists. Recipients of this award may not have held a doctoral degree for more than nine years. The 2025 recipients of the APA Distinguished Scientific Contribution Awards were recognized by the 2024 Board of Scientific Affairs and selected by the 2024 Committee on Scientific Awards. For her pioneering contributions to understanding the links between racism, discrimination, and mental health, Riana Elyse Anderson is a 2025 award winner. Anderson integrates research and theory in psychology with work in epidemiology, virology, computer science, and family science to consider how racism and discrimination impact youth development across multiple contexts. Her work compels us to consider the central role that the family context plays in how youth cope with racist and discriminatory encounters. But her work also reveals that confronting racism and discrimination requires considering them as public health crises that necessitate strategies for controlling and preventing their spread and impacts on health. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Generative AI (GenAI) offers transformative potential in education, yet the real-world adoption of (Gen)AI in education remains slow and uneven. This study aims to validate a new instrument measuring educators’ perceived cognitive and socio-affective trust in GenAI as a collaborator and to investigate if this trust varies across teaching levels, experience and academic qualifications. Inferential analyses such as One-Way ANOVA, nested ANOVA and General Linear Modelling (GLM) were conducted on self-reported data from 212 educators in Singapore. The findings revealed that educators with doctoral degrees in professional/adult education demonstrated the highest cognitive and socio-affective trust, while educators at the primary education level reported the lowest. These findings challenge previous research that reported no significant demographic or professional differences in trust in AI, highlighting the need for designing GenAI and its adoption strategies that are tailored to educators’ professional context and training. By identifying educators’ trust as a key factor in GenAI adoption, this study advances a human-centred perspective on trust in GenAI, particularly within the context of human-AI collaboration in teaching practice.

The present study aims to investigate the employment prospects of Data Science and Big Data Technology majors. To this end, a web crawler system has been constructed using Python technology. The software extracts data on "Data Analyst" positions from a recruitment website, performs operations such as data structuring, duplicate removal, salary outlier handling, and standardization of educational requirements. The integration of descriptive statistics and visualization techniques facilitates the establishment of a comprehensive database, encompassing variables such as salary, geographical location, educational attainment, and skillset. Empirical analysis reveals significant regional disparities in salary for data analyst positions, with Beijing, Shanghai, and Shenzhen averaging 25-35K RMB monthly—30%-50% higher than other cities. A positive correlation is evident between educational attainment and salary, with doctoral degree holders earning approximately 1.8-2.2 times the average monthly salary of bachelor's degree holders. It is evident that Python, SQL and Tableau are the skills most frequently mentioned among the skill requirements, with percentages of 95%, 92% and 82%, respectively. The findings of this study provide data-driven insights with regard to the development of academic programs and the planning of careers.

Despite national primary care access challenges, some women receive primary care from both general medicine and obstetrics-gynecology (ob/gyn). The extent and potential implications of this phenomenon are unclear. To evaluate primary care use among US women and identify characteristics and service receipt associated with visits to both general medicine (e.g., general internal medicine, family medicine, pediatrics, geriatrics) and ob/gyn. Retrospective descriptive study using 2012, 2017 and 2022 data from the nationally representative Medical Expenditure Panel Survey. Non-pregnant women aged 19-85years. Visit pattern (visits to general medicine only, ob/gyn only, both, another specialty only, no visits), usual source of care, service receipt. Of 9,297 respondents (weighted = 125,485,789), 29.2% reported no usual source of care in 2022; 20.3% had no visits in 2022, an increase from 18.9% and 18.2% in 2012 and 2017, respectively (p-value = 0.03). Most 2022 respondents (53.8%) saw general medicine only, 3.4% saw ob/gyn only, 10.4% saw both, and 12.0% saw another specialty only. Among women who saw both specialties, 65.4% reported a general medicine clinician and 2.1% reported an ob/gyn clinician as their usual source of care. In multivariable models, compared to those with other visit patterns, women who saw both specialties had higher education levels (adjusted relative risk (aRR) 2.48 (95% CI 1.49, 4.13) for master's/doctorate degree vs. no degree) and were more likely to have insurance (private, public, Medicare) vs. no insurance (aRR 4.89 (2.47, 9.67), 4.21 (2.00, 8.88), 3.81 (1.61, 9.02), respectively). Seeing both specialties was associated with higher rates of potentially low-value lab testing and imaging, and both guideline-discordant and guideline-concordant Pap smears and mammograms. One-fifth of nonpregnant adult women had no visits in 2022, while 10% received primary care from two sources, suggesting gaps and redundancies in primary care that could exacerbate access limitations and widen health inequities.

Context:Salary plays a crucial role in recruiting and retaining employees in public health; however, information about trends in compensation is limited.Objective:To analyze trends in earnings among state and local governmental public health workers between 2017 and 2024.Methods:Data used are from the Public Health Workforce Interests and Needs Survey for the years 2017, 2021, and 2024. The analytic sample comprised 34 379 full-time permanent employees with complete salary data in 2017, 32 862 in 2021, and 45 241 in 2024, representing state health agency (SHA) and local health department (LHD) public health workers in each respective year. We performed a multi-cross-sectional analysis using descriptive and bivariate analyses and interval-based regression techniques to explore relationships between annualized earnings and key individual and agency-level characteristics.Results:Earning patterns in 2024 were largely consistent with historical patterns. Individual and agency-level characteristics continued to play a significant role in shaping salary. Higher salaries remained associated with higher supervisory status, longer tenure, higher educational attainment, salaried (versus hourly) employment, union/bargaining unit representation, and employment setting within SHAs versus LHDs. Between 2017 and 2024, annual earnings for full-time permanent employees increased from $57 817 in 2017 to $73 299 in 2024, representing a 27% average increase of $15 482. However, when adjusted for inflation, annual wages showed no real growth, indicating that earnings remained largely stable in terms of purchasing power during this timeframe. Subgroups that experienced declines in inflation-adjusted salaries between 2017 and 2024 include executives, employees with longer tenures, employees with doctoral degrees, and employees with public health degrees versus degrees in other fields.Conclusions:The continued decline in inflation-adjusted earnings for certain groups and persistent gender and racial pay gaps indicate that without targeted interventions, public health agencies may face challenges in retaining experienced professionals, attracting new talent, and ensuring workforce stability.

Context:Large local health departments (LHDs) serve diverse, high-need communities and are uniquely positioned to influence public health policy and practice locally, regionally, and nationally.Objective:The purpose of this study is to investigate policy engagement as a reported training need in the 2024 Public Health Workforce Interests and Needs Survey within large LHDs, highlighting gaps and opportunities to strengthen policy capacity.Design:Cross-sectional analysis of 2024 Public Health Workforce Interests and Needs Survey data using descriptive statistics and weighted logistic regression.Setting:Large LHDs, serving populations of 250 000 or more, across the US.Participants:Study sample included 24 121 responses from individuals working in large LHDs.Main Outcome Measures:Descriptive and regression-based statistics for training needs, self-identified skill-building interests, and predictors of reporting a policy engagement training need.Results:Nearly 40% of staff at large LHDs reported a training need in policy engagement, the only domain to show an increase in need since 2021. Women had significantly higher odds of reporting a policy training need (odds ratios [OR] = 1.67; P < .001), as did supervisors (OR = 2.09; P < .001) and managers (OR = 1.78; P < .001) compared to nonsupervisors, while those with master’s (OR = 0.64; P < .001) or doctoral degrees (OR = 0.40; P < .001) had lower odds compared to bachelor’s-level staff.Conclusions:Large LHDs are well positioned to advance public health policy given their scale and connection to local communities. Targeting policy engagement training to workforce segments with the highest reported need offers a strategic opportunity to strengthen policy capacity across the US public health workforce.

ABSTRACT This study assessed university students’ awareness and knowledge of human papillomavirus (HPV) and its vaccine and willingness to accept vaccination in Jeddah, Saudi Arabia, and identified factors associated with these outcomes. This cross-sectional study was conducted in Jeddah, Saudi Arabia. The study population included university-level male and female students. During the first term of the 2023–2024 academic year, eligible participants were sent an online questionnaire. The study variables included measures of sociodemographic factors, awareness and knowledge of HPV and its vaccine, and vaccine acceptance. We conducted descriptive analysis of awareness, good knowledge, and willingness to accept vaccination, and multivariable logistic regression analyses to determine predictors of these outcomes. The study included 400 participants with a mean age of 21.4years, predominantly female and of Saudi nationality (93%). Awareness of HPV infection was reported by 49.3% of participants, while 44% were aware of the HPV vaccine. Among those aware of HPV, 82.2% recognized its link to cervical cancer, but misconceptions about HPV exist. Only 3.8% of participants had been vaccinated for HPV, and 33.5% expressed willingness to accept the vaccine. Age (per 1year increment; OR: 1.42, 95% CI: 1.25 to 1.62, P < .001), mother’s education level (doctorate or advanced degree vs. pre-high school; OR: 4.65, 95% CI: 1.51 to 14.32, P = .007), and COVID-19 vaccine (received 3 doses vs.<3; OR: 3.12, 95% CI: 1.78 to 5.45, P < .001) were significant predictors of better HPV awareness. Living abroad was significantly associated with higher HPV vaccination rates (OR: 4.39, 95% CI: 1.27 to 15.1, P = .02). Male students were less likely to be willing to accept vaccination than females (OR: 0.38, 95% CI: 0.20 to 0.72, P = .003). HPV awareness, knowledge, and vaccine acceptance remain low among Saudi university students, with very limited uptake. Older age, maternal education, and prior COVID-19 vaccination were key predictors of awareness, highlighting important targets for future public health strategies. Targeted university-based and digital interventions are urgently needed to address these gaps and support national and regional HPV vaccination strategies. Future research should evaluate the effectiveness of such interventions and explore cultural and gender-specific barriers to HPV vaccine uptake.

This qualitative study explores the diverse experiences of Black students who are currently enrolled in, or recently graduated from, various marriage and family therapy (MFT) graduate school programs in the United States. This study uses minority stress theory and critical race theory to explore the lived experiences of Black graduate students at predominately White higher education institutions. The study sample includes 14 individuals (13 female, 1 male) that identify as Black graduate students in MFT programs across the United States. The study sample consists of seven students working towards a master’s degree and seven students pursuing a doctoral degree. Results were analyzed using the thematic analysis approach. The results indicate there are several barriers Black students in MFT graduate programs including: financial concerns, racism, difficulty practicing self-care, lack of diversity within programs, and lack of support. The results also indicate support measures Black graduate students would have liked to see provided in their programs. These include mentorship, representation, and allyship. Implications based on the results are later discussed.

ABSTRACT This paper presents a comparative study on the reintegration experiences of internationally educated doctoral degree holders returning to their home countries. Using Structuration Theory, it explores how returnees are shaped by, yet also shape, their research environments. Data were collected via qualitative semi-structured interviews in Kazakhstan, Cambodia, and Malaysia. Findings reveal common challenges and strategies, as well as unique reintegration issues and opportunities across the three contexts. A key insight is that the experiences of returning scholars are significantly influenced by neo-colonial structures in academia, which affect the scholars’ ability to adapt to and transform their research environments.

Background/Objective: Nurse educators are central to consolidating nursing as a discipline and shaping professional identity, yet their preparation is heterogeneous. This study aimed to identify profiles of nurse educators based on the value they assign to teaching competencies and to analyze factors influencing these profiles. Methods: A cross-sectional, descriptive research design was applied, using convenience sampling to recruit 326 nurse educators from Spanish universities. Data were collected through a self-administered online questionnaire distributed to nursing faculty from public, private, and affiliated (semi-private) universities across Spain. The instrument included sociodemographic and academic variables, along with nine teaching competencies. Descriptive statistics, cluster analysis, ANOVA, chi-square tests, and multinomial logistic regression were conducted using SPSS. Results: Three distinct profiles of nursing faculty were identified. The academic–pedagogical profile assigned the highest importance to all competencies (means 4.78–4.91), the clinical–pragmatic profile assigned the lowest (3.61–4.04), and the intermediate–researcher profile showed moderate values (4.26–4.50). Doctoral degree (χ2 = 65.36, p < 0.001) and pedagogical training (χ2 = 33.89, p < 0.001) were the strongest predictors of membership in the academic–pedagogical group, confirmed in multivariate regression (OR for doctorate = 0.07; OR for pedagogical training = 0.13, both p < 0.001). Conclusion: This study delineates three coherent and statistically robust profiles of nursing faculty based on their appraisal of teaching competencies. Academic qualifications and pedagogical training emerged as key determinants of these profiles. Tailored faculty development strategies that reinforce doctoral-level preparation and pedagogical expertise are critical to advancing the quality and consistency of nursing education.