Higher Education Stakeholders Research Articles

Recruiting the next generation of project managers: Student interests, industry needs, and marketing messages

Businesses need well-trained project managers but recruiting students to this field is a challenge. This three-part study examines motivational factors that influence students to pursue a project management degree, industry requirements for project management careers, and graduate program marketing messages. The purpose of the study is to determine the degree of alignment among these three variables and make recommendations for graduate program marketing stakeholders and industry leaders to improve recruitment strategies for these programs. Study 1 seeks to understand prospective student opinions and trigger factors when applying to a graduate program using a survey with regression and cross tabulation statistical analysis. Study 2 analyzes the relationship between project management certifications and work experience and salary using regression analysis. Study 3 is a content analysis that examines how graduate programs market their project management programs to prospective students. Study findings indicate industry leaders and higher education stakeholders need to use informational marketing campaigns to bridge the knowledge gap between market demand and student perceptions. Higher education leaders need to design curriculum that includes industry certifications and practical skill courses if they want to increase enrollment and career placement for project management students.

Explainable Learning Analytics: Assessing the stability of student success prediction models by means of explainable AI

Beyond managing student dropout, higher education stakeholders need decision support to consistently influence the student learning process to keep students motivated, engaged, and successful. At the course level, the combination of predictive analytics and self-regulation theory can help instructors determine the best study advice and allow learners to better self-regulate and determine how they want to learn. The best performing techniques are often black-box models that favor performance over interpretability and are heavily influenced by course contexts. In this study, we argue that explainable AI has the potential not only to uncover the reasons behind model decisions, but also to reveal their stability across contexts, effectively bridging the gap between predictive and explanatory learning analytics (LA). In contributing to decision support systems research, this study (1) leverages traditional techniques, such as concept drift and performance drift, to investigate the stability of student success prediction models over time; (2) uses Shapley Additive explanations in a novel way to explore the stability of extracted feature importance rankings generated for these models; (3) generates new insights that emerge from stable features across cohorts, enabling teachers to determine study advice. We believe this study makes a strong contribution to education research at large and expands the field of LA by augmenting the interpretability and explainability of prediction algorithms and ensuring their applicability in changing contexts.

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

Purpose In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education. Design/methodology/approach This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions. Findings The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges. Practical implications The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area. Originality/value This study stands out as it explores an underexamined area while providing novel educational insights.

Entrepreneurship Education in South Africa’s Higher Education Institutions:Iin Pursuit of Promoting Self-Reliance in Students

Purpose: Entrepreneurship Education (EE) has garnered increased attention in SouthAfrican higher education institutions due to its potential to foster self-reliance and jobcreation in a country grappling with high unemployment rates. This study examinesentrepreneurship education's role in promoting economic development and povertyalleviation in South Africa.Study design/methodology/approach: The study adopts a systematic reviewapproach to explore the effectiveness of entrepreneurship education in addressingunemployment, creating employment opportunities, and fostering economic growthin South Africa. The study seeks to identify key findings and insights regardingintegrating entrepreneurship education into teaching and learning practices in highereducation institutions by synthesising existing literature.Findings: The findings indicate that entrepreneurship education has the potential toaccelerate economic growth, reduce unemployment rates, and alleviate poverty trapsin South Africa. By equipping students with entrepreneurial skills and mindset,entrepreneurship education can empower individuals to establish and sustain smallbusinesses, thus contributing to economic development and poverty reduction.Originality/value: This study contributes to the existing literature by providinginsights into the role of entrepreneurship education in addressing socio-economicchallenges in South Africa. The findings underscore the importance of integratingentrepreneurship education into teaching and learning practices across all highereducation institutions to tackle unemployment and poverty in the country effectively.The study emphasises the need for concerted efforts from stakeholders in highereducation to prioritise entrepreneurship education to foster economic resilience andsocial upliftment in South Africa.

The Influence of Motivation, Perception, and Internship Experience on the Interest of Accounting Students in Pursuing Tax Brevet Certification (A Study on Undergraduate Accounting Students of Universitas Brawijaya)

The existing gap between the benefits and the low intention of accounting students to pursue tax brevet certification underlies the motivation for this research. This study examines the impact of career motivation, economic motivation, quality motivation, student perception, and internship experience on the intention of accounting students to pursue tax brevet certification. Employing a quantitative method with primary data, the research focuses on undergraduate accounting students at Universitas Brawijaya who have undergone at least one internship. The data from 110 respondents were collected using purposive sampling and analyzed through multiple linear regression using SPSS software. The results reveal that economic motivation and internship experience significantly influence accounting students' intention to pursue tax brevet certification. However, career motivation, quality motivation, and perception do not exhibit a significant impact on accounting students' intention to pursue tax brevet certification. These findings are expected to guide stakeholders in Higher Education in supporting internship programs and tax brevet certification, ultimately contributing to the enhancement of students' skills.

Innovations, Best Practices, and Distinctiveness in Academics – A Case of Srinivas University

Purpose: Improving Quality in higher education institutions including universities is important as both supporting infrastructure, technology, and the perception of stakeholders are changing. This paper aims to examine and showcase the unique approaches, exemplary practices, and distinctive features within the academic framework of Srinivas University. Through rigorous research and analysis, the article seeks to elucidate how innovative strategies and best practices contribute to the university's academic success, serving as a valuable case study for educators, administrators, and stakeholders in higher education. Methodology: Exploratory research method is used to collect and analyse relevant information using appropriate analysis frameworks. Results/Analysis: The case study presents a comprehensive analysis of various aspects of academic innovation and best practices within Srinivas University. Firstly, it scrutinizes innovations in curricular aspects, highlighting the university's endeavours to enhance curriculum relevance and responsiveness to industry needs. Secondly, it explores innovations in teaching-learning and evaluation methods, showcasing the university's commitment to pedagogical advancement and student-centric approaches. Thirdly, it examines best practices in academics, emphasizing the institution's effective strategies in student support, faculty development, and research promotion. Furthermore, the article evaluates the institutional distinctiveness in academics, emphasizing Srinivas University's unique attributes and competitive advantages. Utilizing the SWOC analysis framework, the ability of the university to plan and implement innovations and best practices is critically assessed, revealing strengths, weaknesses, opportunities, and challenges. Outcome/Value: The article offers postulates of recommendation, providing actionable suggestions to further enhance the university's academic excellence and institutional distinctiveness. Type of Paper: Exploratory research analysis.

Understanding student perceptions and motivations in non-traditional online degree completion programs: An exploratory case study

Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience.

Searching for Performance Accountability in Higher Education: A Case Study

Accountability is vital in ensuring universities to provide top-notch education to their stakeholders in higher education. Therefore, it is imperative to examine how universities can achieve intended performance accountability. The study analyzes the performance accountability of higher education, considering core, essential, and supporting components to meet stakeholder expectations. Based on the case study design, the data were collected through semi-structured interviews with stakeholders and secondary sources. The study sample was selected through the purposive sampling method, i.e., the University Authority, the Campus chief, three chairpersons of the subject committee, the president of the Professor Union Unit, the Coordinator of the Self-Evaluation Committee, and four faculties. After analyzing the data, it has been concluded that in order to achieve performance accountability in higher education, it is essential to manage the learning process effectively, have a strategic implementation plan, prioritize leadership, and adhere to accountability processes. These crucial elements are key to creating a successful learning environment, improving the quality of education, and ensuring accountability in the higher education sector. I claimed that the seed capital model is developed to enhance quality education by increasing higher education performance accountability. The study findings can help University officials and faculties improve education quality and policy formulation. Additionally, this study contributes to the existing literature on the institutional process and achieving accountability in all components of higher education.

ENHANCING LEARNERS’ AWARENESS OF PRESENTATION LITERACY TO STIMULATE INTERACTIVE AND CREATIVE LEARNING IN TERTIARY EDUCATION

Learning methods play a significant role and receive more and more attention in this digital era where everyone wants something exciting, dynamic, effective, and interactive. This paper argues that one of the essential tasks of the current communication age and of a modern-day teacher is the enhancement of presentation literacy through the encouragement and development of students’ creative, communicative, and interactive skills. The article provides some of the reasons why present-day teaching should lay account on a new type learner, i.e. a net gener, and his needs as well as his expectations in the learning environment in the 21st century. The skill of effective public speaking or the practice of the commonly called presentations is brought into focus alongside. The study employed a survey on the usefulness and effectiveness of the presentation assignment which integrated TED Talks and topic-related creative activities. The research involved the students of Creative Industries study program at Vilnius Gediminas Technical University, Lithuania. As a result, a more creative and interactive learning method of delivering presentations and becoming more self-confident speakers proved to be beneficial among students. Their reflections revealed their attitude towards the effectiveness of the activity and offered insights into the learning process on how to help teachers cater to changing students’ needs. The implications of this article are relevant to all stakeholders in higher education.

Promoting Student Engagement through Teamwork Learning: Assessing the Moderating Influence of Age, Gender and Qualification

More recently, student engagement has been built around the hopeful goal of enhancing all the abilities of students to learn and become lifelong learners in a knowledge-based society. Consequently, student engagement is now receiving heightened attention from all higher education stakeholders. The objective of the present study was to examine the relationship between teamwork learning and student engagement along with the moderating effect of age, gender and educational qualification. It is well recognised that age, gender and qualification directly or indirectly influence the magnitude of engagement of students in higher studies, thus, they have been considered as the moderating variables for the study. The research instrument for the study consisted of standard questionnaires. The sample comprised of 210 students pursuing graduation or post-graduation in different domains, that is, Management, Engineering and Commerce. The research model was analysed using SPSS, AMOS and MACRO process. The findings of this study highlighted that there was a significant association between teamwork learning and student engagement. Furthermore, the findings indicated that young students and those pursuing graduation were more impacting the relationship between the two constructs in comparison to older students and those who were pursuing post-graduation.

Avrupa Birliği Eğitim Politikalarının Ortaöğretim ve Yükseköğretim Çerçevesinde Türkiye Eğitim Politikaları Açısından İncelenmesi

When evaluated in terms of Turkey's education policies, it can be said that the orientation of the education system remains mostly at the individual level, and the determined goals do not determine the direction of economic development. The Council of the European Union expects contributions from education in the direction of ensuring individual development, ensuring social development based on democracy, and raising the human power required by the economic and technological revolution. Education is seen as the main tool in eliminating the negative effects of globalization, information society and technological developments. The role of education in this process is to ensure full access to information for everyone and to develop the capacity of individuals to participate in economic life. It can be said that the main expectations for education in Turkey, where the literacy rate is low and girls are not sent to school, are in the direction of increasing the literacy rate and attracting the population of the age, especially female students, to the education system. The application of the European Dimension, which is one of the most prominent concepts here, differs according to school types and steps. While applications based on personal experiences are mostly included in primary education, the European Dimension is associated with the relevant career process in vocational education. Secondary education in the European Union is considered as the level of education where qualified manpower and individuals who will lead Europe's competition policies will be trained, and it is included in the scope of compulsory education in the vast majority of countries in the European Union. For this reason, completing secondary education in the European Union is at least as important as completing primary education. At the same time, the European Union considers the transformation of higher education mandatory. The necessity of this transformation in higher education is brought about by old forces such as state and public pressure for responsibility and transparency, costs, effectiveness, quality assurance and efficiency, as well as new forces such as new stakeholders of higher education, rapid changes in technology, changing social demands for renewable skills in the global era. Key Words: Education Policies, Secondary Education, Higher Education, European Union

Crowdfunding as Entrepreneurial Funding for Investigative Journalism in Portugal

The 2007 financial and economic subprime crisis arising from the collapse of the Lehman Brothers Bank in the USA had severe impacts on all the economic sectors. Journalism in Portugal was highly affected, and the most remarkable impacts led to editorial budget cuts. These cuts led to a drastic decrease in human resources in newsrooms, leading to a consequent breach of investigative journalism. These aspects resulted in a surge in unemployment for many experienced journalists, a decrease in the quality of information, and the consequent impoverishment and reduction of research journalism, with losses for the entire Portuguese society. Considering this context there is the need to explore alternative sources of funding for research journalism. Crowdfunding has been portrayed as an alternative to traditional models of financing research journalism, capable of generating a new dynamic, to provide for a more skilled and informed society. The main goal of this paper is to analyze crowdfunding as a tool to fund Portuguese investigative journalism. The methods include a narrative literature review on the causes, impacts, and consequences of the decrease in Portuguese investigative journalism and a case study methodology focused on the Portuguese platform of journalism crowdfunding ‘I Fund News’. In addition, qualitative research was applied to analyze the curricula of Portuguese journalism degrees with minors in entrepreneurship, business, and economics. The results show that the number of ECTS courses in entrepreneurship, business, and economics in journalism and communication degrees is very low in the Portuguese higher education sector. A relationship between entrepreneurship, business, economics, and the capacity for journalists to readapt and find the necessary funding sources is established. These results may be of interest to Portuguese police makers and higher education stakeholders, to promote the development of study programs with increased entrepreneurship, business, and economics courses. More literate journalists in the referred subjects may enhance their entrepreneurial potential and, consequently, their freelance potential to develop investigative journalism projects.

PATTERN of Open Science in Croatia

The PATTERN project, officially known as "Piloting open and responsible Activities and Trainings Towards the Enhancement of Researchers Networks," is a comprehensive initiative funded by the European Commission under the Horizon Europe programme. Its primary focus is to advance open and responsible research and innovation (Open RRI) across Europe through training for researchers to enhance their capacity for effectively addressing societal challenges while promoting transparency and inclusivity in research. The project spans 42 months and involves a total of 19 organisations and institutions from 13 European countries, including the Ruđer Bošković Institute in Croatia, contributing to the development and implementation of training programs tailored for researchers at allcareer stages.PATTERN's training modules cover a diverse range of topics vital to open RRI, including open access, FAIR data management, citizen science, research integrity, gender equality, non-discrimination, inclusion in research, dissemination and exploitation of results, science communication, and management and leadership skills. By addressing these crucial aspects, the PATTERN project aims to equip researchers with the knowledge and skills necessary to excel in today's dynamic research landscape. The project’s implementation began by systematic mapping and comprehensive analysis of contemporary educational opportunities for researchers on Open RRI, after which comes the development of innovative curricula, with an emphasis on inclusivity and fairness in the modules.Implementation and testing are integral components of PATTERN's strategy. The project intends to test its training modules through a variety of tailored activities conducted by nine core partners and five associated institutions, which will act as pilot institutions across Europe. PATTERN's expansive network includes Croatia, Finland, Greece, Hungary, Ireland, the Netherlands, Portugal, and Turkey. This network, encompassing OpenAIRE members and National Open Access Desks (NOADs), ensures a broad and diverse reach for the project's training curricula.Crucially, PATTERN will establish a digital platform, where all training materials will be openly accessible, providing a solution for hosting and disseminating freely available training modules. This platform will not only facilitate knowledge sharing but also mobilise and moderate the research and innovation community. It will serve as a valuable resource for relevant bodies and institutions responsible for educating researchers, disseminating project results, and promoting OS practices in multiple languages. Based on the accumulated knowledge and insights, a series of policy recommendations will be designed and developed, targeting European Union bodies, national entities, higher education stakeholders, and research institutions, ultimately promoting open and responsible research practices at a systemic level.There is an ongoing demand for training and promotion of open science (OS) topics in Croatia among researchers, with a notable deficiency in formal OS education within Croatian higher education institutions. To bridge this gap and promote OS practices effectively, PATTERN leverages a wealth of expertise accumulated through EU projects that have laid the groundwork for comprehensive training programs designed to enhance researchers' competencies. The PATTERN project represents a pioneering effort to advance open and responsible research and innovation practices in Europe. With active participation from institutions such as the Ruđer Bošković Institute, PATTERN aspires to empower researchers and institutions alike. By developing comprehensive training modules, creating a collaborative platform, and providing policy guidance, PATTERN is poised to contribute significantly to the advancement of science and society in the European Research Area.

Promoting student persistence and academic success: Implications for higher education institutions

There are numerous factors which have a role in impacting students' experiences at higher education institutions. The study's main objectives are to determine which support structures at institutions of higher learning promote a conducive environment for student success. Secondly, to explore activities that institutions of higher learning can consider when addressing the issue of academic success. The paper focuses on the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), New Jersey as a case study to examine how it successfully ensures its students' academic success. A self-report survey was conducted to examine the experiences of HLLC alumni to identify factors impacting students’ academic success. The 2018 to 2021 alumni at the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N) were the population for this study. The study opted for the theoretical framework of Tinto and Pusser; two noted theorists on student success and persistence. The study's findings suggest that maintaining institutional commitment, enhancing academic and social support, diversifying the curriculum, implementing longitudinal assessments, investing in faculty development, and promoting alumni engagement as ways to improve the HLLC's impact on student success. By implementing the proposed recommendations, the HLLC can allow students to achieve academic success, grow personally, and positively impact their communities. The HLLC is a beacon of hope for higher education because it continues to shape students’ lives and ensure that students can attain their undergrade education within four years to help reduce the financial burden on all stakeholders in higher education.

A Systematic Overview of Reviews of the Use of Immersive Virtual Reality in Higher Education

Objectives: Immersive virtual reality (IVR) provides opportunities to learn within a nonphysical, digital world. The purpose of this critical review was to examine published systematic reviews regarding the benefits and challenges of IVR in higher education to inform best practices. Method: We followed the Preferred Reporting Items for Overviews of Reviews (PRIOR) to ensure transparency and to afford an evidence-based approach for synthesizing insights from a broad range of research. We analyzed and synthesized 10 reviews that include 332 studies with over 9,878 participants, following an integrated synthesis design process using thematic analysis and emergent coding. Results: Results confirmed the various benefits and challenges of IVR. The benefits include improved student learning and behaviours, while challenges include technology issues, behaviours that inhibit learning, and learning how to use IVR. Conclusions: IVR holds considerable potential in disciplines requiring practical applications such as simulation-based training and testing. However, further research into contexts such as participant age, gender, instructional design or learning theory, and longitudinal study is required. Finally, higher education stakeholders will benefit from budgeting time and costs, aligning IVR use with real-world applications, maintaining an adaptive mindset, and developing scaffolded instructional design. Implications for Theory and/or Practice: The primary benefits of student learning through IVR include enhanced skill acquisition, experiences, and learning outcomes. In addition, while immersive platforms housed in static rooms may present financial challenges, the emergence of—and increased investment into—untethered headsets and haptic controllers can reduce operational costs and increase student access to high-quality learning experiences.

Leading for Sustainability and Empowerment: Reflecting on the Power of Collaboration and Humanising Pedagogy

The Covid-19 pandemic caused great distress in the higher education sector, globally. Higher education institutions had to adapt from presenting in-person classes to online remote learning, bringing with this several challenges of increased workloads, feelings of loss, grief, and being overwhelmed for both students and academic staff. Leading in times of crisis is not easy. It is even more difficult for women leaders who must deal with the historical impact of gender inequality in the workplace as well as the stereotypical views of the role of women. In this paper, five women academics who also hold leadership positions in the faculty of education at Nelson Mandela University reflect on their experience of leading their respective teams through the Covid-19 pandemic. Researchers have postulated that women in strategic leadership positions would better understand work policy obstacles owing to their knowledge of such barriers, as well as advancing the educational outcomes for all stakeholders in higher education. As women in leadership, we reflect on how collaboration assisted us to empower each other as well as our respective teams. The characteristics of democratic leadership guided this inquest. A critical paradigm and humanising pedagogy principles were used to frame the study, which enabled us to draw on our lived experiences and to engage in dialogue in order to make sense of the process of empowerment for sustainability. We engaged in collaborative self-study and used narrative freewriting to generate data. In addition, use was made of a thematic analysis to reduce the data and identify common themes. The findings of the study question whether current leadership practices contribute to equality in the workplace, support collaboration, and encourage self-care and empowerment. The study proposes a humanising leadership model to enhance leadership practices.

Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

Abstract In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project “Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)”, focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

Inclusive Access Course Materials: An Analysis of a Technical College’s Inclusive Access Program

Abstract: The rising costs of course materials have higher education stakeholders looking for alternatives to the traditional course materials acquisition model. Two models of interest are open educational resources and inclusive access. Open educational resources have been widely studied. However, inclusive access has had a sudden rise in adoption across the country. This quick rise has left gaps in the literature as to the efficacy of such programs. A review of the literature on the efficacy of inclusive access course materials models returned only four published studies. The purpose of this study was to examine the use of an inclusive access course materials model on student outcomes at a Technical College. The Technical College provided student outcome data for 7110 students across six courses. The analysis documented significant differences between the before and after inclusive access samples for five of the nine categories examined. Results of this study fall in line with previous studies that have examined the impact of inclusive access course materials models on student outcomes.

Higher Education Sustainability Initiative SDG Publishers Compact Fellows

Abstract There is significant support for the United Nations Sustainable Development Goals (SDGs) among global stakeholders in higher education, covering important areas of research and scholarly communication. As a group of volunteers from across the academic publishing spectrum, Higher Education Sustainability Initiative [HESI] SDG Publishers Compact Fellows aim to address key policy issues and help stakeholders across research and publishing to better support the aims and objectives of the SDGs. This article provides details about the work of the Fellows, focusing on top action tips for researchers, authors, and publishers. These top action tips provide practical advice to key stakeholders on translating research into practice in the area of sustainable development.

Mental Health and Well-BeingSupport for Thai University Graduates: A Qualitative Exploration of Pathways to Develop a Resilient Workforce

Providing appropriate resources to ensure university students’ mental health and well-being is critical for their future role in the workforce, especially when faced with a disruptive crisis such as the COVID-19 pandemic. This qualitative research was designed with twofold purposes in the context of Thai higher education. Firstly, to explore the impacts on university graduates’ psychosocial well-being and the support universities provided during the pandemic. Secondly, to examine gaps and develop recommendations for higher educational institutes to support students’ mental health and well-being regularly and in times of crisis. Data was collected through in-depth interviews with 23 participants, giving voice to key stakeholders: graduate students (n = 10), faculty members (n = 9), and working professionals (n = 4). Using inductive analysis, data was analyzed into two main categories and six themes. The first category reflected three themes: psychosocial challenges of students, impacts on mental health, and the support provided by universities. Themes in the second category described multi-level approaches for supporting university students. These findings substantiate the linkages between mental health support and developing a resilient workforce for the future and suggest pathways for strengthening these by collaborative participation of stakeholders in higher education.