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Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

Introduction Medical students are in a very demanding environment and are affected by high degree of stress. High levels of anxiety can affect a student's academic performance and also increase the risk of other health‐related problems. This study aims to evaluate, thanks to the intensity of stress manifestations (4DSQ) together with the sense of coherence (SOC), the prevalence of TMD and oral parafunctions in students enrolled in the University of Medical Sciences. Moreover, it aims to evaluate the relationship between the psychosocial manifestations of stress and sense of coherence in relation to gender. Materials and Methods A total of 324 students of Poznań University of Medical Sciences participated in this study. Students were assessed using a three‐part questionnaire: one was to assess symptoms of TMD, the second part was 4DSQ, and the third was a SOC Questionnaire. Results About one‐third of the students in this study presented symptoms of TMD and perceived more intensively symptoms of distress, anxiety, somatization, and depression. They presented a higher level of somatic symptoms and a lower level of Sense of Coherence than students without TMD symptoms. Conclusion There is a strong negative relationship between the sense of coherence and the level of perceived distress, anxiety, somatization, and depression. Female students attending Medical School showed a higher level of somatization of stress but with a higher capacity to overcome challenges as compared to men. We studied the intensity of stress manifestations (4DSQ) together with the sense of coherence (SOC), the prevalence of TMD and oral parafunctions in students enrolled in the University of Medical Sciences. A negative relationship between the sense of coherence and the level of perceived distress, anxiety, somatization, and depression. Female students had a higher level of somatization of stress but with an higher capacity to overcome challenges as compared to men.

In this article, I share ways in which my professional journey, from admissions and enrollment to diversity, equity, and inclusion, intersect with my evolution as a scholar-practitioner through CANDEL, the doctorate in educational leadership program at the University of California Davis. I further share how I have leveraged my experience in the EdD program as a scholar-practitioner to challenge systems of higher education through storytelling and counter narratives as a means to reroute narratives that institutions create around the experiences of marginalized communities, including the African diaspora.

The positive effects of e-bikes on physical activity, health, and the environment have been confirmed in many studies. Their choice, as well as of cycling in general, was previously considered from, among others, the socio-psychological aspect (often by use of the theory of planned behavior (TPB)) or the financial aspect (in the context of financial incentives). In addition, the question of physical activity can be especially relevant for the student population, since their level of physical activity usually declines. Starting from the previous framework, the aim of this research was to consider the intention to use e-bikes by the student population in the context of their attitudes, subjective norms, perceived behavioral control, and financial incentives. It is, according to the authors’ knowledge, the first research that combines all those variables when studying e-bikes. The research was conducted in 2022 on a convenience sample of 332 students from the University of Novi Sad (Republic of Serbia). The results show that the strongest predictor of the intention to use e-bikes can be attributed to financial incentives, followed by attitudes and subjective norms, while perceived behavioral control is not significant. Besides considerations in the context of previous research, additional recommendations for increasing e-bikes’ use were provided.

This article provides a characterization of the internationalization of \"global\" European universities and discusses the role of the State in promoting greater internationalization and competitiveness levels of prominent national universities. The analysis supports previous arguments stating that global ranking of universities is strongly based on research, but reveals that the internationalization of research universities' student population is also arranged to enhance research capacity. This finding is further reinforced by a positive association between the internationalization of the academic staff and the internationalization of the student population in one of those universities, being this association particularly strong with the doctoral student population. Finally, based on the analysis of two prominent national universities with different global competitiveness levels, we discuss the role of the State as a central supporter of these universities internationalization and global competitiveness arguing that public funding and support is critical if countries want to have national prominent universities competing at global level. (HRK / Abstract übernommen).

With the national emphasis on vocational education and the reform of the examination and enrollment system of higher vocational education, the scale of students in higher vocational colleges and universities has been expanding, and the enrollment channels and student source types have been diversified, especially the characteristics of student source in local higher vocational colleges and universities are more prominent. The traditional student management mode has been difficult to meet the needs of students’ development and talent training mode. As an important part of education and teaching in colleges and universities, the effectiveness of student management determines the success or failure of ideological and political education of college students and the safety and stability of colleges and universities and is also related to the cultivation of high-quality technical and skilled talents needed by the society. Therefore, taking Jiyuan Vocational and Technical College as an example, this paper finds that 66% of the teachers and students think that the student management concept is backward, 58% think that the student management mode is single, 74% think that the student management system is not perfect, 58% think that the student management mode is rigid, and 59% think that the student management personnel are not of high professional quality in student management. The analysis of the results shows that using the hierarchical student management model based on ISM analysis makes the student management model with reasonable and effective articulation and operation, scientific and smooth implementation, and builds a set of effective student management systems in higher vocational institutions, which has certain theoretical and practical significance for the implementation of student management in higher vocational schools.

For more than a decade, higher education and research in the French-speaking countries of Africa has been in a state of severe crisis, stemming from an increasing disparity between available resources and the requirements vital to providing high-quality education. This paper seeks to: 1) highlight the factors which have led to the development of this situation in most countries; 2) identify the conditions for creating a framework for regulating financially-sustainable higher education and research systems; and 3) identify ways of increasing funding for this sector as well as maintaining its quality.

This research explores the intricate relationships between mental health indicators (depression, stress, and anxiety) and various dimensions of quality of life among first-year law students. The study aims to understand how affective valence, mood states, physical activity, body image perception, and social relations influence mental health outcomes. Data were collected from 75 first-year law students (46 females, 29 males), a group predominantly composed of young adults with limited financial means, living in various housing situations, primarily within urban environments, and generally reporting low levels of physical activity. Standardized questionnaires were used to assess mental health and quality of life, including the Depression, Anxiety, and Stress Scale-21 Items (DASS-21), Feeling Scale (FS), Exercise-Induced Feeling Inventory (EIFI), Modified Baecke Physical Activity Questionnaire (MBPAQ), World Health Organization Quality of Life-BREF (WHOQOL-BREF), and Contour Drawing Rating Scale (CDRS). Descriptive statistics, Pearson correlation, and regression analysis were employed to analyze the data. The analysis revealed significant correlations between depression (mean = 5.97, SD = 4.21), stress (mean = 7.81, SD = 4.80), and anxiety (mean = 6.17, SD = 4.58) with affective valence ( < 0.05), mood states ( < 0.05), physical activity ( < 0.05), body image perception ( < 0.05), and social relations quality ( < 0.05). Additionally, mood states (mean = 20.73, SD = 10.60), physical activity (mean = 8.43, SD = 1.35), body image perception (mean = 4.21, SD = 1.91), and social relations quality (mean = 12.46, SD = 2.33) were identified as significant predictors of mental health outcomes ( < 0.05). These findings underscore the complex interplay between mental health indicators and various dimensions of quality of life, emphasizing the necessity for a comprehensive approach to mental health care. By identifying these predictors, we have gained a clearer understanding of the factors that impact mental health in this specific population. The insights gained highlight the value of interventions aimed at improving mood, increasing physical activity, enhancing body image, and strengthening social connections. These targeted strategies could effectively address mental health issues and promote well-being among law students. Future research should further investigate these relationships and develop tailored interventions to better support students' mental health. This study contributes to understanding the complex interplay between mental health and quality of life, offering a foundation for both practical interventions and future research.

The development of Shiny, a web framework for R, has greatly simplified the process of creating interactive statistical applications. The principal objective of this study was to evaluate the implementation of Shiny applications in distance learning for a diverse student cohort. A longitudinal study was conducted with a quasi-experimental design, employing propensity score matching to compare two cohorts of 524 and 773 students at the FernUniversität in Hagen, Germany. Data were collected on students’ academic performance, perception of statistics, and evaluations of the Shiny apps. The results indicated no significant difference in academic performance between the intervention and control groups. However, students’ perception of statistics changed significantly throughout the semester, and group membership did not moderate these time-related changes. Despite this, the majority of students expressed positive attitudes toward the Shiny apps and found them beneficial for their studies. This article discusses the implications of using Shiny apps in distance education and potential directions for future research. Supplementary materials for this article are available online.