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To succeed after graduating, university students must develop and communicate their career‐related competencies to hiring managers or graduate admissions committees. Co‐curricular activities (e.g., volunteering, mentoring) coupled with reflection can facilitate students’ career exploration and help them understand, develop, and apply their career‐related competencies. Yet, as a scientific community, we need to learn more about the role of co‐curricular programming in helping students to effectively articulate their learned competencies. We draw on past research to develop and test a model of university student competency articulation proficiency. A serial mediation model predicted students’ learning goal orientation would influence their co‐curricular engagement, which, in turn, would predict career exploration and decision‐making self‐efficacy and self‐reported competency articulation proficiency. We surveyed 126 students enrolled in co‐curricular programming at a university in North America. Results largely supported the hypothesized model. Learning goal orientation, directly and indirectly, affected career exploration and decision‐making self‐efficacy and competency articulation proficiency.

Higher education is increasingly concerned with providing students with experiences that enhance employability. Sitting outside the curriculum, extra- or co-curricular activities that focus on career development, leadership, service or recognition can lead to positive employability and employment outcomes. The extent to which different student groups have access to and participate in these employability-related activities (ERAs) is underexplored, along with their relative gains in the labour market. This research surveyed 84,000 graduates in Australia on their participation in various activity types and the impact on their sense of preparedness for work and labour force outcomes. Findings demonstrate that over one-half of respondents participated in an ERA with groups tending to favour different activity types. Overall, the greatest differences in participation were observed by age, gender, disability, citizenship and socio-economic background. Activities impacted differently on employment outcomes with graduates from regional areas, of low socio-economic status and with disability garnering strong benefits. Club/society roles, leadership/award and mentoring programmes offered valuable development opportunities for most graduates, with less favourable outcomes reported for volunteering and micro-credentials. The study provides important information for designing ERAs that can be more easily accessed by increasingly diverse cohorts and that better support lifelong learning and transition to work for all students.

This book highlights the need for supply chains that are sustainable and climate-friendly. Some of the introductory concepts are given to illustrate the actual methodologies in this supply chain. The legal complications and compliance of the entrepreneurs in maintaining supply chains are described in simple language, and legal terminology is used accordingly. The management systems in the production lines are explained with examples and in simple language. This book dives into some of the core areas that include food supply chains and operation research to uphold the standards of supply chains. This book serves as a handbook for those who like to learn sustainability in the domain of supply chains.

Supporting students on placements in health and social care settings, this accessible guide provides a framework for understanding the theory behind successful practice as well as the critical skills needed to apply it.  A Student's Guide to Placements in Health and Social Care Settings takes theory beyond the classroom and apply it to real settings, enabling students to recognise their own learning journey and develop their own distinct professional identity within a wider interprofessional context.This is a key resource for placement experience with insights from experts and advice direct from students who have already been on placement. With clear guidelines, and structured so that you can dip into different chapters as needed, it responds to the unique nature of placement opportunities and is the first line resource students should turn to.Whatever course you're studying in the caring profession - Social Work, Health and Social Care, Youth Work, Nursing or Counselling - this is essential reading to help understand how theory can support and improve your placement experience, ensuring you get the very most out of it.

Using the Wabash National Study on Liberal Arts Education and a latent class analysis of 28 outside-the-classroom activities and behaviors, we developed a typology of outside-the-classroom student engagement during the first year of college. We find ten classes of student involvement: academic artist, party athlete, serious athlete, conventional non-worker, disengaged, maximizer, moderate worker, detached partier, involved partier, and religious. Next, we examine the relationship between latent classes and students’ characteristics through a multinomial logistic regression analysis. Students reporting as first-generation or racially minoritized are overrepresented in the disengaged and involved partier classes. We found an overrepresentation of White students across all party classes. Students reporting as female were likelier to be members of the religious, moderate worker, and disengaged classes and not to be members of the party classes. Federal grant recipients were likelier to be in the academic artist and moderate worker classes. We discuss other sociocultural, economic, and academic relationships in the paper. Next, we explore the relationship of latent class to academic and developmental outcomes. We find academic artists as the only class with a significant positive relationship across the seven dependent measures. Involved partier, moderate worker, and religious classes have positive relationships with at least five dependent measures. The detached partier and party athlete classes have the lowest first-year GPAs of all latent classes. Finally, we discuss the relationships of latent classes, related institutional policy implications, and directions for future research.

Participation in school-organized co-curricular activities (CCAs) provides opportunities for youth to develop their interests, talents, and abilities. However, would students still reap the benefits of CCA if their participation is not voluntary? This study, conducted in Singapore schools where CCA is mandatory, investigated the impact of CCA on adolescent adjustment and factors which predict developmental outcomes. Self-determination theory (SDT) provided the theoretical basis for this study. Based on a survey research design, the study investigated the role of the quantity (i.e., breadth, duration, and intensity) and quality (i.e., motivation) of CCA participation on developmental outcomes (i.e., school belonging, lifelong learning, communication skill, confidence, and teamwork). It profiled the relationship between background variables (i.e., gender, stream, and grade) and the type of CCA undertaken by 1,190 Singaporean secondary school students, aged 12 to 19. Students completed a set of questionnaires twice over an academic year. After controlling for background variables, CCA types, and quantitative indicators of CCA participation, autonomous motivation in CCA participation positively predicted all the developmental outcomes in both the cross-sectional and longitudinal analyses. Results supported SDT and highlighted the crucial role of autonomous motivation in predicting youth developmental outcomes. Implications for CCA participation that will lead to beneficial outcomes for students were discussed.

Participation in co-curricular activities (CCAs) has been recognized as a vital avenue for students’ holistic developments and acquisition of twenty-first century competencies. However, there is a lack of research in Singapore and Southeast Asia region that comprehensively and systematically assessed the effect of CCA participation on students’ development. Hence, this study was conducted to examine the relationship between secondary school students’ CCA participation predictors towards developmental outcomes based on self-determination theory (SDT) perspective. This research assessed students’ development within a CCA setting in the contexts of their interaction with parents, CCA instructors, and CCA peers. Additionally, it examined the role of students’ motivational orientations in mediating the relationships between students’ CCA participation predictors and developmental outcomes. Consistent with SDT, the findings established the mediational role of students’ CCA motivational orientation. It also highlighted the key role of students’ motivation and supportive interpersonal relationships in fostering students’ academic and non-academic development. Findings of this study also proved that the quality and interpersonal context of CCA participation had a more crucial role than the quantity of CCA participation in promoting students’ academic and non-academic development. It also attested to the value of CCA participation as an intervention and a key aspect of school curriculum that could foster students’ holistic development. Collectively, this research provides valuable insight for optimizing students’ development through CCA participation. Nonetheless, the views presented in this article are those of the authors and not necessarily of the Ministry of Education.

Toxic Dynamics: Disrupting, Dismantling, and Transforming Academic Library Culture provides practical solutions for confronting these complex issues and innovative ways to promote a healthy and sustainable work culture. It addresses critical and timely challenges such as faculty versus staff or us versus them mentality, unionization, gendered labor, organizational change, self-care, tenure, and promotion. Authors from all sizes and types of academic libraries provide evidence-based solutions to mitigate the negative effects of toxicity, change management strategies, and ways to confront and challenge values that harm library workers and their well-being.

Studies show that university students report higher levels of mental health problems and lower well-being than their non-student peers. As demand for university well-being services increases, so too does the need for alternative interventions to support student well-being for students in various states of mental health. In this paper, we introduce I Belong: Creative Connections, an arts-based intervention that aims to decrease student loneliness, increase senses of belonging, and support positive mental health and well-being by facilitating social connections through fun, positive, shared experiences based on students' own interests. We review the first two pilot years of the programme to evaluate the feasibility of the intervention using both quantitative (questionnaires) and qualitative (focus groups and interviews) methods. We aimed to investigate if Creative Connections reached the intended participants, to evaluate if unconventional execution of focus groups can be used to effectively gain insight into student's experiences of the programme, and to assess the feasibility of a co-creative approach to the programme's design, implementation, and evaluation. Evaluation results show that Creative Connections is a feasible intervention that achieves its envisaged aims. These results also offer insight into how the programme's co-creative approach may be adjusted to better support students' social experiences of the programme.

Student parents can feel unwelcome and invisible in their institutions. And for every student parent who is struggling to complete an education despite these hurdles, there are many others who have not been able to find a way. Supporting Student Parents is a guide to engaging with and aiding the student parents in your libraries and leading the charge in making your institutions more family friendly.