Education + TrainingTable of Contents for Education + Training. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0040-0912/vol/66/iss/10?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEducation + TrainingEmerald Publishing LimitedEducation + TrainingEducation + Traininghttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/ae41a6d38b78679b4675941ff0c0c92d/urn:emeraldgroup.com:asset:id:binary:et.cover.jpghttps://www.emerald.com/insight/publication/issn/0040-0912/vol/66/iss/10?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestUnderstanding influences on entrepreneurship educator role identityhttps://www.emerald.com/insight/content/doi/10.1108/ET-01-2022-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDespite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity. Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers. The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed. The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.Understanding influences on entrepreneurship educator role identity
Candida Brush, Birgitte Wraae, Shahrokh Nikou
Education + Training, Vol. 66, No. 10, pp.1-28

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

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Understanding influences on entrepreneurship educator role identity10.1108/ET-01-2022-0007Education + Training2024-01-16© 2023 Candida Brush, Birgitte Wraae and Shahrokh NikouCandida BrushBirgitte WraaeShahrokh NikouEducation + Training66102024-01-1610.1108/ET-01-2022-0007https://www.emerald.com/insight/content/doi/10.1108/ET-01-2022-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Candida Brush, Birgitte Wraae and Shahrokh Nikouhttp://creativecommons.org/licences/by/4.0/legalcode
To assess or not to assess an entrepreneurship competence in vocational education and training? Results from a case study of Italyhttps://www.emerald.com/insight/content/doi/10.1108/ET-06-2023-0242/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment. This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni. Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship. One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence. At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice. So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.To assess or not to assess an entrepreneurship competence in vocational education and training? Results from a case study of Italy
Daniele Morselli
Education + Training, Vol. 66, No. 10, pp.29-41

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

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To assess or not to assess an entrepreneurship competence in vocational education and training? Results from a case study of Italy10.1108/ET-06-2023-0242Education + Training2024-02-22© 2024 Daniele MorselliDaniele MorselliEducation + Training66102024-02-2210.1108/ET-06-2023-0242https://www.emerald.com/insight/content/doi/10.1108/ET-06-2023-0242/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Daniele Morsellihttp://creativecommons.org/licences/by/4.0/legalcode
Mature students, transformation and transitionhttps://www.emerald.com/insight/content/doi/10.1108/ET-02-2018-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to argue for a transformative education that acknowledges and values the capacities of mature students, where higher education institutions reflect on their own assumptions and practices in order to become more inclusive and open to difference. The stories told by Eliza, a mature student, are analysed through narrative inquiry; this approach uses a narrative as a means of capturing and analysing experience. In this case, Eliza’s stories about transition and transformation were collected over three years. Eliza made the transition from her “Access to HE course” to a degree programme in textiles. She was crossing a boundary between further and higher education, a time which could impact positively or negatively on her future achievements. The conclusions drawn from this study are not easily turned into generalisations or “truths” as they are contingent on the contexts in which the narratives were produced. Narrative is a representation of experience which is mediated by the social and cultural positions of the narrators and their audiences. This study found that Eliza was confronted by many difficulties and misunderstandings around time management, pedagogy and assessment. Ineffective communication between Eliza and her tutors led to a growing frustration resulting in her considering leaving the course. Eliza’s institution sometimes seemed inflexible and was unable to respond effectively to her needs as a part-time student. The implications for educators are that they should think about strategies for adapting to a diverse student body. The previous experiences and backgrounds of “newcomers” should be celebrated rather than being perceived as “issues” that need to be fixed. In other words, when “non-traditional” students move through the stages of their education, their learning contexts may also need to be transformed.Mature students, transformation and transition
Samantha Jane Broadhead
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to argue for a transformative education that acknowledges and values the capacities of mature students, where higher education institutions reflect on their own assumptions and practices in order to become more inclusive and open to difference.

The stories told by Eliza, a mature student, are analysed through narrative inquiry; this approach uses a narrative as a means of capturing and analysing experience. In this case, Eliza’s stories about transition and transformation were collected over three years. Eliza made the transition from her “Access to HE course” to a degree programme in textiles. She was crossing a boundary between further and higher education, a time which could impact positively or negatively on her future achievements. The conclusions drawn from this study are not easily turned into generalisations or “truths” as they are contingent on the contexts in which the narratives were produced. Narrative is a representation of experience which is mediated by the social and cultural positions of the narrators and their audiences.

This study found that Eliza was confronted by many difficulties and misunderstandings around time management, pedagogy and assessment. Ineffective communication between Eliza and her tutors led to a growing frustration resulting in her considering leaving the course. Eliza’s institution sometimes seemed inflexible and was unable to respond effectively to her needs as a part-time student.

The implications for educators are that they should think about strategies for adapting to a diverse student body.

The previous experiences and backgrounds of “newcomers” should be celebrated rather than being perceived as “issues” that need to be fixed. In other words, when “non-traditional” students move through the stages of their education, their learning contexts may also need to be transformed.

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Mature students, transformation and transition10.1108/ET-02-2018-0035Education + Training2018-12-20© 2018 Emerald Publishing LimitedSamantha Jane BroadheadEducation + Trainingahead-of-printahead-of-print2018-12-2010.1108/ET-02-2018-0035https://www.emerald.com/insight/content/doi/10.1108/ET-02-2018-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2018 Emerald Publishing Limited
Application of simulation and virtual reality to production learninghttps://www.emerald.com/insight/content/doi/10.1108/ET-02-2023-0051/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences. Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers. The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education. The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings. This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.Application of simulation and virtual reality to production learning
Aitor Ruiz de la Torre Acha, Rosa María Rio Belver, Javier Fernandez Aguirrebeña, Christophe Merlo
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences.

Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers.

The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education.

The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings.

This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.

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Application of simulation and virtual reality to production learning10.1108/ET-02-2023-0051Education + Training2024-02-21© 2024 Emerald Publishing LimitedAitor Ruiz de la Torre AchaRosa María Rio BelverJavier Fernandez AguirrebeñaChristophe MerloEducation + Trainingahead-of-printahead-of-print2024-02-2110.1108/ET-02-2023-0051https://www.emerald.com/insight/content/doi/10.1108/ET-02-2023-0051/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?https://www.emerald.com/insight/content/doi/10.1108/ET-03-2023-0078/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required. The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia. There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage. The research did not include empirical survey work and suggests that this needs to be carried out urgently. The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers. It argues for a recognition of the importance of the VET sector beyond its function of serving industry. It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?
Erica Smith
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

The aim of the paper is to examine whether there really is a shortage of VET teachers, and if so, whether there are links to the salary offered and to the qualifications required.

The paper uses three main approaches to examine the narrative of a shortage of VET teachers in Australia.

There was no documented evidence of a VET teacher shortage, beyond a general perception of shortage in line with other occupations due to the post-COVID economic recovery. Salaries for VET teachers were found to compare well with other education occupations and other jobs in the economy. There was no evidence of the required qualifications deterring entry. The main concern appears to be whether VET can adequately train workers for other sectors in shortage.

The research did not include empirical survey work and suggests that this needs to be carried out urgently.

The research provides evidence that will challenge current assumptions and help in the recruitment of VET teachers.

It argues for a recognition of the importance of the VET sector beyond its function of serving industry.

It highlights ways to make VET teaching a more attractive proposition and to better promote its advantages.

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The narrative of a VET workforce shortage in Australia: reality, myth or opportunity?10.1108/ET-03-2023-0078Education + Training2023-09-05© 2023 Emerald Publishing LimitedErica SmithEducation + Trainingahead-of-printahead-of-print2023-09-0510.1108/ET-03-2023-0078https://www.emerald.com/insight/content/doi/10.1108/ET-03-2023-0078/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Transitioning from industry to teaching in VET: profiles of VET teachers in Chilehttps://www.emerald.com/insight/content/doi/10.1108/ET-04-2023-0115/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSituated in the Chilean context, this study investigates how Vocational Education and Training (VET) teacher profiles, based on their perceptions of prior work experience in industry, relate to their current motivation and perception of teaching in VET. By doing so, the authors seek to provide valuable evidence to inform the development of policies to attract and maintain well-qualified teachers from industry in Chile and other countries facing similar changes. The authors used a descriptive cross-sectional design to collect data from 660 VET teachers using a two-scale instrument: Perception of Prior Occupation (PPO) and adapted FIT-Choice scales. By adopting a typological approach, the authors constructed profiles of VET teachers based on their perception of past industry experience. The authors then analyzed how these profiles vary regarding individual teacher characteristics, motivation and perception of teaching in VET. The authors found a significant degree of heterogeneity among VET teachers' prior industry experiences, leading them to identify three distinct VET teacher profiles: “High Perception of Prior Occupation,” “Learning and Teaching-Oriented” and “Low Perception of Prior Occupation.” Notably, the most distinguishing characteristics across these profiles were age, VET teaching area, holding a job outside of teaching and years of prior industry experience. Furthermore, the authors found that motivation and perceptions of teaching varied significantly across these VET teacher profiles. There needs to be more research on the factors that attract and retain industry workers as VET teachers in high schools. This study is among the first to address this topic in a non-European context.Transitioning from industry to teaching in VET: profiles of VET teachers in Chile
María Paola Sevilla, Daniela Luengo-Aravena, Cristóbal Madero
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

Situated in the Chilean context, this study investigates how Vocational Education and Training (VET) teacher profiles, based on their perceptions of prior work experience in industry, relate to their current motivation and perception of teaching in VET. By doing so, the authors seek to provide valuable evidence to inform the development of policies to attract and maintain well-qualified teachers from industry in Chile and other countries facing similar changes.

The authors used a descriptive cross-sectional design to collect data from 660 VET teachers using a two-scale instrument: Perception of Prior Occupation (PPO) and adapted FIT-Choice scales. By adopting a typological approach, the authors constructed profiles of VET teachers based on their perception of past industry experience. The authors then analyzed how these profiles vary regarding individual teacher characteristics, motivation and perception of teaching in VET.

The authors found a significant degree of heterogeneity among VET teachers' prior industry experiences, leading them to identify three distinct VET teacher profiles: “High Perception of Prior Occupation,” “Learning and Teaching-Oriented” and “Low Perception of Prior Occupation.” Notably, the most distinguishing characteristics across these profiles were age, VET teaching area, holding a job outside of teaching and years of prior industry experience. Furthermore, the authors found that motivation and perceptions of teaching varied significantly across these VET teacher profiles.

There needs to be more research on the factors that attract and retain industry workers as VET teachers in high schools. This study is among the first to address this topic in a non-European context.

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Transitioning from industry to teaching in VET: profiles of VET teachers in Chile10.1108/ET-04-2023-0115Education + Training2023-08-04© 2023 Emerald Publishing LimitedMaría Paola SevillaDaniela Luengo-AravenaCristóbal MaderoEducation + Trainingahead-of-printahead-of-print2023-08-0410.1108/ET-04-2023-0115https://www.emerald.com/insight/content/doi/10.1108/ET-04-2023-0115/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Artificial intelligence for education and its emphasis on assessment and adversity quotient: a reviewhttps://www.emerald.com/insight/content/doi/10.1108/ET-04-2023-0117/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ). The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education. Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates. Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.Artificial intelligence for education and its emphasis on assessment and adversity quotient: a review
Jyoti Mudkanna Gavhane, Reena Pagare
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).

The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education.

Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates.

Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.

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Artificial intelligence for education and its emphasis on assessment and adversity quotient: a review10.1108/ET-04-2023-0117Education + Training2024-03-27© 2024 Emerald Publishing LimitedJyoti Mudkanna GavhaneReena PagareEducation + Trainingahead-of-printahead-of-print2024-03-2710.1108/ET-04-2023-0117https://www.emerald.com/insight/content/doi/10.1108/ET-04-2023-0117/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Mission impossible? A strategic approach to improving the recruitment and retention of further education and training teachers in Englandhttps://www.emerald.com/insight/content/doi/10.1108/ET-04-2023-0130/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented. This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences. An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the “crisis” are assessed, including the role of national campaigns and professional bodies. The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity. Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. The power of research to enlighten and inform is one of several conclusions proposed. Addressing the factors that corrode staff professionalism and increase teacher attrition is an essential component of a wider discourse to improve the desirability of an FET career. Issues of status and esteem are interwoven in this analysis, as are the implications of not recruiting talented teachers and assessors. This includes staff well-being – a rare topic in FET journal papers – as well as organisational culture and importance of the FET mission, which is considered to be embedded in an ethic of public service. This mission is linked via the Augur Report to the sector's transformational properties to raise social mobility. There is no precedent for this paper. It is the first article that has provided a comprehensive examination of teacher recruitment and retention issues affecting the whole FET sector in England. Whilst its comparative analysis builds on the Education and Training Foundation (2022) earlier report, it uniquely draws on other contemporary research that triangulates and discusses these findings, including setting out a new agenda for change and future research. In doing so, new issues are introduced for discussion including professional status and staff well-being.Mission impossible? A strategic approach to improving the recruitment and retention of further education and training teachers in England
Paul Tully
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented.

This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences.

An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the “crisis” are assessed, including the role of national campaigns and professional bodies.

The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity.

Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. The power of research to enlighten and inform is one of several conclusions proposed.

Addressing the factors that corrode staff professionalism and increase teacher attrition is an essential component of a wider discourse to improve the desirability of an FET career. Issues of status and esteem are interwoven in this analysis, as are the implications of not recruiting talented teachers and assessors. This includes staff well-being – a rare topic in FET journal papers – as well as organisational culture and importance of the FET mission, which is considered to be embedded in an ethic of public service. This mission is linked via the Augur Report to the sector's transformational properties to raise social mobility.

There is no precedent for this paper. It is the first article that has provided a comprehensive examination of teacher recruitment and retention issues affecting the whole FET sector in England. Whilst its comparative analysis builds on the Education and Training Foundation (2022) earlier report, it uniquely draws on other contemporary research that triangulates and discusses these findings, including setting out a new agenda for change and future research. In doing so, new issues are introduced for discussion including professional status and staff well-being.

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Mission impossible? A strategic approach to improving the recruitment and retention of further education and training teachers in England10.1108/ET-04-2023-0130Education + Training2023-09-29© 2023 Emerald Publishing LimitedPaul TullyEducation + Trainingahead-of-printahead-of-print2023-09-2910.1108/ET-04-2023-0130https://www.emerald.com/insight/content/doi/10.1108/ET-04-2023-0130/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Artificial intelligence in entrepreneurship education: a scoping reviewhttps://www.emerald.com/insight/content/doi/10.1108/ET-05-2023-0169/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain. A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures. Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy. This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.Artificial intelligence in entrepreneurship education: a scoping review
Li Chen, Dirk Ifenthaler, Jane Yin-Kim Yau, Wenting Sun
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

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Artificial intelligence in entrepreneurship education: a scoping review10.1108/ET-05-2023-0169Education + Training2024-02-20© 2024 Li Chen, Dirk Ifenthaler, Jane Yin-Kim Yau and Wenting SunLi ChenDirk IfenthalerJane Yin-Kim YauWenting SunEducation + Trainingahead-of-printahead-of-print2024-02-2010.1108/ET-05-2023-0169https://www.emerald.com/insight/content/doi/10.1108/ET-05-2023-0169/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Li Chen, Dirk Ifenthaler, Jane Yin-Kim Yau and Wenting Sunhttp://creativecommons.org/licences/by/4.0/legalcode
Digital entrepreneurship intention and digital entrepreneurship behavior: the mediating role of managing learning and entrepreneurship educationhttps://www.emerald.com/insight/content/doi/10.1108/ET-05-2023-0176/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestWith the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship. Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students. The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.Digital entrepreneurship intention and digital entrepreneurship behavior: the mediating role of managing learning and entrepreneurship education
Sihui Li, Yajing Bu, Zeyuan Zhang, Yangjie Huang
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

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Digital entrepreneurship intention and digital entrepreneurship behavior: the mediating role of managing learning and entrepreneurship education10.1108/ET-05-2023-0176Education + Training2024-03-26© 2024 Emerald Publishing LimitedSihui LiYajing BuZeyuan ZhangYangjie HuangEducation + Trainingahead-of-printahead-of-print2024-03-2610.1108/ET-05-2023-0176https://www.emerald.com/insight/content/doi/10.1108/ET-05-2023-0176/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Built environment professionals’ perspective on digital technology skillshttps://www.emerald.com/insight/content/doi/10.1108/ET-08-2023-0309/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the opinions of Built Environment Professionals (BEP) on the usage of fourth-generation digital technologies in the construction industry. This study adopts a qualitative research approach and conducts semi-structured interviews with Black, Asian and Minority Ethnic (BAME) professionals to explore the adoption and utilisation of fourth-generation digital technologies in the construction industry. The semi-structured interviews allowed the participants to elaborate on their experiences, and thematic analysis was employed to identify and analyse significant themes related to the topic. Accounts from BAME construction professionals reveal that the increased popularity of fourth-generation digital technologies, also known as Industry 4.0 technologies, does not necessarily result in increased usage. This is because many of these new technologies have not been embraced and are unpopular in certain circles. A more significant revelation is the impact of BAME community settings on determining the career pathways of most individuals, which often do not support the construction or digital technology pathways within the construction industry. Research targeting ethnic minorities may not necessarily yield a large response due to the sensitivity of the issues raised. However, conducting a nationwide research with a larger sample size drawn from various locations in the UK could achieve more robust findings and uncover additional issues. Meanwhile, the results of this research can serve as a framework for more extensive investigations. The research offers valuable recommendations to industry and academia regarding the need to address the specific challenges faced by the BAME community in terms of digital technology adoption. These issues are often overlooked in most discussions about digital technology. The study provides critical recommendations that are relevant to Further and Higher Education (HE) institutions, industries, construction organisations, government bodies, etc. Recommendations include a call for collaboration between educational institutions, industry partners and local communities to facilitate awareness and orientation programmes within the community.Built environment professionals’ perspective on digital technology skills
Teslim Bamidele Balogun
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore the opinions of Built Environment Professionals (BEP) on the usage of fourth-generation digital technologies in the construction industry.

This study adopts a qualitative research approach and conducts semi-structured interviews with Black, Asian and Minority Ethnic (BAME) professionals to explore the adoption and utilisation of fourth-generation digital technologies in the construction industry. The semi-structured interviews allowed the participants to elaborate on their experiences, and thematic analysis was employed to identify and analyse significant themes related to the topic.

Accounts from BAME construction professionals reveal that the increased popularity of fourth-generation digital technologies, also known as Industry 4.0 technologies, does not necessarily result in increased usage. This is because many of these new technologies have not been embraced and are unpopular in certain circles. A more significant revelation is the impact of BAME community settings on determining the career pathways of most individuals, which often do not support the construction or digital technology pathways within the construction industry.

Research targeting ethnic minorities may not necessarily yield a large response due to the sensitivity of the issues raised. However, conducting a nationwide research with a larger sample size drawn from various locations in the UK could achieve more robust findings and uncover additional issues. Meanwhile, the results of this research can serve as a framework for more extensive investigations.

The research offers valuable recommendations to industry and academia regarding the need to address the specific challenges faced by the BAME community in terms of digital technology adoption. These issues are often overlooked in most discussions about digital technology.

The study provides critical recommendations that are relevant to Further and Higher Education (HE) institutions, industries, construction organisations, government bodies, etc. Recommendations include a call for collaboration between educational institutions, industry partners and local communities to facilitate awareness and orientation programmes within the community.

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Built environment professionals’ perspective on digital technology skills10.1108/ET-08-2023-0309Education + Training2024-03-12© 2024 Emerald Publishing LimitedTeslim Bamidele BalogunEducation + Trainingahead-of-printahead-of-print2024-03-1210.1108/ET-08-2023-0309https://www.emerald.com/insight/content/doi/10.1108/ET-08-2023-0309/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Discovering and developing the vocational teacher identityhttps://www.emerald.com/insight/content/doi/10.1108/ET-09-2023-0363/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community. The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines. Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence). While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.Discovering and developing the vocational teacher identity
Sofia Antera, Marianne Teräs
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.

The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.

Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).

While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

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Discovering and developing the vocational teacher identity10.1108/ET-09-2023-0363Education + Training2024-02-06© 2024 Sofia Antera and Marianne TeräsSofia AnteraMarianne TeräsEducation + Trainingahead-of-printahead-of-print2024-02-0610.1108/ET-09-2023-0363https://www.emerald.com/insight/content/doi/10.1108/ET-09-2023-0363/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Sofia Antera and Marianne Teräshttp://creativecommons.org/licences/by/4.0/legalcode
Building Heroes: building bridges to support the transition from military to civilian employment in the construction industryhttps://www.emerald.com/insight/content/doi/10.1108/ET-09-2023-0376/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMany veterans struggle with the civilian world and the loss of identity associated with leaving the service. This research investigates the Building Heroes Charity's role in assisting service leavers transitioning to civil employment, in the United Kingdom (UK) and what can be learnt from the training and support. An exploratory case study design was chosen to investigate the transition from military to civilian employment. The case study consisted of 12 in-depth interviews consisting of nine veterans, who had attended the Building Heroes courses and three course tutors. The Building Heroes Charity does have an important role to fulfill in the transition of military personnel from the service to civilian work. There are positive outcomes that complement the work done by the Career Transition Partnership (CTP), but there still needs to be recognition that the needs of veterans do differ by age, transferability of competencies and the financial resources available. The limitations of this research are the sample size is small and the majority of the veterans are from the Army. This is mostly because the Army is the largest of the services. Though there is limited research into the employment of veterans, there is evidence to demonstrate that veterans are more likely to suffer from depression and potential homelessness than nonservice personnel. This research is unique in investigating the role of a charity whose main purpose is to improve the employability of veterans by reducing the competency skills gap between the military and construction industry.Building Heroes: building bridges to support the transition from military to civilian employment in the construction industry
Charlotte Meierdirk
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

Many veterans struggle with the civilian world and the loss of identity associated with leaving the service. This research investigates the Building Heroes Charity's role in assisting service leavers transitioning to civil employment, in the United Kingdom (UK) and what can be learnt from the training and support.

An exploratory case study design was chosen to investigate the transition from military to civilian employment. The case study consisted of 12 in-depth interviews consisting of nine veterans, who had attended the Building Heroes courses and three course tutors.

The Building Heroes Charity does have an important role to fulfill in the transition of military personnel from the service to civilian work. There are positive outcomes that complement the work done by the Career Transition Partnership (CTP), but there still needs to be recognition that the needs of veterans do differ by age, transferability of competencies and the financial resources available.

The limitations of this research are the sample size is small and the majority of the veterans are from the Army. This is mostly because the Army is the largest of the services.

Though there is limited research into the employment of veterans, there is evidence to demonstrate that veterans are more likely to suffer from depression and potential homelessness than nonservice personnel. This research is unique in investigating the role of a charity whose main purpose is to improve the employability of veterans by reducing the competency skills gap between the military and construction industry.

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Building Heroes: building bridges to support the transition from military to civilian employment in the construction industry10.1108/ET-09-2023-0376Education + Training2024-02-27© 2024 Emerald Publishing LimitedCharlotte MeierdirkEducation + Trainingahead-of-printahead-of-print2024-02-2710.1108/ET-09-2023-0376https://www.emerald.com/insight/content/doi/10.1108/ET-09-2023-0376/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Thresholds for dis/trust: exploring the impact of standards-based reforms on the process of being and becoming a VET teacher in England and Austriahttps://www.emerald.com/insight/content/doi/10.1108/ET-09-2023-0386/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment. Through an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET. Our analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity. We seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations. The application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.Thresholds for dis/trust: exploring the impact of standards-based reforms on the process of being and becoming a VET teacher in England and Austria
Christina Donovan, Hannes Hautz
Education + Training, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment.

Through an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET.

Our analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity.

We seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations.

The application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.

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Thresholds for dis/trust: exploring the impact of standards-based reforms on the process of being and becoming a VET teacher in England and Austria10.1108/ET-09-2023-0386Education + Training2024-02-06© 2024 Emerald Publishing LimitedChristina DonovanHannes HautzEducation + Trainingahead-of-printahead-of-print2024-02-0610.1108/ET-09-2023-0386https://www.emerald.com/insight/content/doi/10.1108/ET-09-2023-0386/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited