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The rapid development of tourism has put forward new requirements for the training of tourism talents. This study conducted a cross-regional questionnaire survey on tourism management undergraduate students from 28 tourism colleges in seven regions of China. PLS method was used to explore the relevant influencing factors of students’ learning gain. The study concluded that: (1) Students’ gain in professional knowledge reserve, learning ability, innovation ability, teamwork ability and social ethics have a significantly positive impact on students’ employment situation. (2) Internship and employment guidance plays an important role in the influence of college investment on students’ learning gain. (3) Student engagement plays an important mediating role in the relationship between teaching factors (such as learning curriculum and teachers’ teaching quality) and students’ learning gain. (4) The college’s learning guidance and advice collection can effectively improve students’ learning gain, but the impact of the college’s environmental facilities on the sense of acquisition of tourism management students is not significant. This paper provides important implications for the improvement of talent mechanism of tourism education.

This study analyzes the factors affecting college students’ employment motivation, especially the influence of college students’ acceptance of employment guidance, to propose effective strategies to improve employment motivation. This paper discusses the factors that affect college students’ employment motivation, with particular attention to their willingness to accept employment guidance. The research methodology included regression analyses of student data, significant data, and career guidance data for undergraduate students at University A between 2018 and 2022. The results showed that factors such as career guidance acceptance, professional knowledge, and interpersonal communication ability significantly affected students’ motivation to find employment. Specifically, students who received career guidance increased their motivation by an average of 15 per cent, while those with professional solid knowledge increased their motivation by 20 per cent. In addition, we found that gender, type of specialization and place of origin significantly affected motivation, and that comprehensive career guidance and targeted educational strategies are essential for improving college students’ motivation.

To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N?=?628 and N?=?237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening. (HRK / Abstract übernommen).

The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and extra-curricular activities has emerged for developing employability. Their relative value lacks empirical exploration. This study explored graduates’ self-reported participation in, and their perspectives on the value of, a range of embedded, extra-curricular, and cocurricular learning activities, as well as paid work, for employability. Survey data were gathered (N = 510) from Business and Creative Industries graduates from three Australian universities about the perceived value of activities for skill development, gaining relevant experience, networking, and creating employment opportunities. The activities were considered more useful for gaining experience and skills than for broadening networks and improving career outcomes. Embedded and extra-curricular internships, as well as extra-curricular activities, were believed to be important for enhancing employability. Internships organised as an extra-curricular activity rated better than those delivered as work-integrated learning. Implications for stakeholders responsible for curricular and cocurricular design are discussed.

It is well established that students who begin post-secondary education at a community college are less likely to earn a bachelor's degree than otherwise similar undergraduates who begin at a 4-year school, but there is less consensus over the mechanisms generating this disparity. We explore these using national longitudinal transcript data and propensity-score methods. Inferior academic preparation does not seem to be the main culprit: We find few differences between students' academic progress at each type of institution during the first 2 years of college and (contrary to some earlier scholarship) students who do transfer have BA graduation rates equal to similar students who begin at 4-year colleges. However, after 2 years, credit accumulation diverges in the two kinds of institutions, due in part to community college students' greater involvement in employment, and a higher likelihood of stopping out of college, after controlling for their academic performance. Contrary to some earlier claims, we find that a vocational emphasis in community college is not a major factor behind the disparity. One important mechanism is the widespread loss of credits that occurs after undergraduates transfer from a community college to a 4-year institution; the greater the loss, the lower the chances of completing a BA. However, earlier claims that community college students receive lower aid levels after transfer and that transfers disproportionately fail to survive through the senior year are not supported by our analyses.

Get an Internship and Make the Most of It follows four students as they find, interview for, and complete their internships. If you're thinking about doing an internship or are well on the way to starting one, this book is for you.

Empirical research on international student migrants has sometimes homogenised this group, framing it as predominantly made up of privileged members of the global middle- class. This has led to calls to acknowledge and address the precarity faced by international students in their respective host countries more comprehensively. This study aims to explore how levels of financial precarity vary among international students in Australia, and how this in turn contributes to varying levels of precariousness in the personal spheres of students' lives. In doing so, we centre and refine the concept of precarity for use in studies of internationally mobile students, arguing for its use as a 'relational nexus', bridging financial precarity and broader lived experiences. Drawing on a large-scale survey and semi-structured interviews with 48 students, we emphasise the linkages between financial precarity and precariousness as a socio-ontological experience, explored through the examples of time poverty, physical and mental wellbeing, and relationships. [Author abstract]

Even though there is an increasing number of degree-mobile students in Europe, not much is known about the effect of student employment on academic performance and study progress for international students. International students broadly engage in student employment during their studies. They differ in several characteristics from native students (e.g., by financial situation, language skills, and time spent on studying) and are a heterogeneous group (e.g., by country of origin, educational background, and intention to remain in the destination country). This study explores whether student employment and different dimensions of employment (e.g., study-related employment, employment amounts) affect the semester grade point average and the share of achieved credit points per semester. Using the first four semesters of a longitudinal study of international students in Germany and hybrid panel models (n = 1625), the study shows that students with a higher study-related employment tendency across semesters have, on average, better semester grades. When estimating the within-student effect, it is demonstrated that changes to student employment and different employment dimensions do not change the semester grades. In contrast, starting employment or increases in employment amounts (e.g., more hours per week) decreases the share of achieved credit points per semester. However, only specific student groups (e.g., students studying mathematics, natural sciences, and engineering) experience a delay in their study progress due to higher employment intensities.

This article discusses the complexities of being \"remote\" for international academics, particularly those in exile or from underprivileged backgrounds. It highlights the emotional and existential challenges they face routinely while emphasizing the need for solidarity and care work within academia. The author reflects on their own experiences as a marginalized academic and criticizes elitist viewpoints that discourage nontraditional students from pursuing higher education, arguing for the importance of documenting the unique challenges these students face to foster greater awareness and support within the academic community.