Katy

This study investigates the disability disclosure experiences of 23 job seekers with cerebral palsy (CP). Drawing on Campbell’s framework of ableism and Goffman’s theory of stigma, the article examines when (disclosure moment), why (disclosure reason), and how (disclosure strategies) individuals disclose a disability during job seeking. Job seekers with disabilities face a disclosure dilemma: if they withhold disability information in their job application, they risk misunderstandings or surprises during the job interview. Conversely, if they decide to disclose such information in the application, they risk not being invited to the job interview. Through qualitative interviews, we find that job seekers with CP use four strategies to navigate the complexities of disability disclosure: ‘voluntary disclosure’, ‘positive disclosure’, ‘negative disclosure’, and ‘postponed disclosure’. These strategies contribute to a deeper understanding of the dilemmas involved in disability disclosure when job seeking.

PurposeThis study explores the similarities and dissimilarities among master and bachelor students, which impetus on the marketing strategies for private higher education (HE) institutions to have more intake of master students.Design/methodology/approachThe unit of analysis of the present study is the master and bachelor students from the four leading private universities in Malaysia. Based on the extensive literature review and expert opinion, the framework and the structured questionnaire have been conceptualized. A sample of 410 students responded to the structured survey questionnaire, and the question items were adapted from the existing literature.FindingsThere are statistically significant differences between master and bachelor students on the dimensions of smart classroom, peer support, patnership and perceived benefits. Interestingly, master students are highly influenced by smart classroom, peer support and perceived benefits, while bachelor students favor patnership.Practical implicationsThe present study provides a conceptualized research framework with some new dimensions, which can be used to examine the factors influencing master's and bachelors' students. Further, the differences in the perceptions of the master and bachelor students were tested to study the performance of the private HE institutions.Originality/valueThis study suggests marketing strategies for private HE institutions in developing countries since the masters' intake of students has been declining. Findings of this study will help private universities in developing countries to enhance procedures and formalities of curriculum and functional operating systems to achieve Higher Education Success.

Future directions for research and education

The article analyzes the concept of "competence", reveals the essence of the competence approach to the training of future teachers of higher and vocational pre-higher education in the process of studying higher school pedagogy. The interrelationship of the concepts of competence, competency, readiness of a master's degree graduate (a future teacher of higher and vocational pre-higher education) is considered. Competence of a Master of Education is defined as the ability to use knowledge, skills and abilities, personal qualities, attributes and experience in specific practical activities, as well as to be responsible for one's duties. Competence is considered as a range of attributes and requirements for a teacher at a higher education institution. Mastery of competencies by the future Master of Education ensures the implementation of a number of competencies that meet the requirements for professional activity and the fulfillment of the teacher’s responsibilities and duties. The result of pedagogical training of specialists should be the readiness for innovative pedagogical activity, which is interpreted as a complex dynamic personal multi-component education, which includes a target component (professional-pedagogical orientation); basic (pedagogical abilities); operational (competencies). The main directions of implementation of the competence approach are characterized, which include: humanization, pedagogy, individualization, creation of an adaptive educational and developmental environment, activation of the educational and cognitive activity of applicants of the second (master's) level of higher education, increasing the level of responsibility for choosing a teaching profession and performing the functions of a higher education teacher and vocational pre-higher education; the content of each direction is revealed in the context of the modernization of pedagogical training of higher education graduates – master's students in the conditions of transformation, digitalization of Ukrainian society and education. Some aspects of the introduction of modern innovative technologies, implementation of interdisciplinary ties in the teaching of pedagogical disciplines are reflected.

Background and Study Aim. The research validation in sports science and physical education is essential for performance measurement. This validation is also important for developing innovative educational tools and ensuring rigorous evaluation criteria in academic and school settings. The aim of the study is to evaluate and validate the research activities carried out by students in bachelor's and master's programs in sports science and physical education. Material and Methods. The study included 103 students (75 undergraduate and 28 master's) from the Physical Education and Sports Department, analyzed based on their study program and sports specialization. The content of the Research Methodology (RM) course was monitored using the e-learning platform of the university center. Knowledge evaluation was based on the requirements in the syllabus for each study program. It followed the guidelines regarding assessment rules in the credit system and gradebook completion. Each study program focused on indicators S1 for elective and compulsory activities, which included course and seminar participation (A1, A2, and A3), final evaluation (F.E.), and S2. The final grade (FG) was rounded in favor of the student. The portfolio (Project) included 3 reports (R) regarding the thematic content of the research methods addressed: literature review method (R1), survey method based on questionnaires (R2) and experimental method (R3). Statistical indicators were calculated using the KyPlot 6.0 software. To calculate the differences in means between groups (study programs), the nonparametric Kruskal-Wallis test was used. The differences between bachelor’s study programs were calculated with the Wilcoxon Rank Sum Test (Mann-Whitney U Test) for unpaired data. Statistical significance was set at p < 0.05. Results. The students from Physical Education and Sport (PES) had higher attendance (p<0.05) and better performance in course activities (p<0.05), seminars (p<0.05) and mandatory activities (p<0.01). However, the differences in final evaluation and final grade were not significant (p>0.05). The students in the master's program showed greater involvement in seminars compared to courses (+2.5%). The confidence interval analysis (0.95) pointed out lower variability for indicators A1, A2 and A3, while the final evaluation and final grade highlighted greater dispersion. Statistical tests indicated significant differences between groups (p<0.001), with a higher average for the PES program (8.00 points), suggesting the impact of different requirements and evaluation weights on academic performance. The opinions of students about the course "Research Methodology and Methods in Physical Education and Sport Science" showed a high level of appreciation (72.9% excellent, 20.4% very good). This confirmed the quality of teaching and identified opportunities to improve teaching methods meant to enhance academic motivation. Conclusions. This study aimed at evaluating and validating the research activities carried out by students in sports science and physical education. Significant differences were identified between undergraduate and master's programs regarding student involvement in academic activities and evaluation results. It is necessary to adapt teaching methods and evaluation strategies for optimizing learning and student motivation in the field of physical education and sports science.

Many organisations promote diversity and inclusion, however e-recruitment interfaces may not be fully accessible to neurodivergent individuals. Neurodevelopmental disorders (NDDs) are often invisible, and absence of suitable disability classifications during recruitment may discourage disclosure, limit access to workplace support and influence accurate equity reporting. This study evaluated the inclusivity of e-recruitment interfaces across selected economic sectors in South Africa. It examined whether interfaces allow disability disclosure, whether NDD classifications are aligned with DSM-5 and/or ICD-11, and whether disclosure influences successful registration and job application completion. A structured observation method was used to review twelve e-recruitment websites across four sectors: retail, higher education, private healthcare, and government in South Africa. The analysis focused on disability disclosure options, the availability and suitability of NDD classifications, and the influence of disclosure on completing the recruitment process. Data was analysed thematically for patterns. Most e-recruitment interfaces gave the option to disclose disability status, but none included NDD classifications aligned with DSM-5 or ICD-11 standards. Where disability disclosure was available, selecting a disability status did not prevent successful registration or application. The absence of appropriate classifications may result in non-disclosure or misrepresentation of neurodevelopmental conditions, contributing to underreporting, masking behaviours, and reduced well-being. The findings show there is a gap between organisational inclusion commitments and the design of e-recruitment interfaces. When disability classifications are aligned with recognised diagnostic standards, this may support accurate disclosure. It may also improve equity reporting and promote inclusive recruitment practices for neurodivergent jobseekers

This article reports on research that was done about the way in which institutions of higher education in Namibia respond to the needs of students with disabilities. Five categories emanated from the data, namely prevalence of disability; management of disability-related data by institutions of higher education; modes of identification and disclosure of disability used by institutions; human and material resources available to students with disabilities; and institutional support structures for students with disabilities. The findings of this article show that certain strides were made by higher education institutions in Namibia to address the needs of students with disabilities. But the ideal to establish higher education institutions where full-inclusion is put into practice has not been attained. The research clearly indicated that current practices and attempts of accommodating students with disabilities in higher education institutions exhibit characteristics of integration or mainstreaming rather than inclusion.

Norway has experienced a substantial influx of students in the 21st century. The number of students with foreign citizenship has increased from just over 5,000 in 2000 to more than 23,000 in 2018, as seen in Figure 1 (DBH, 2020). This growth may seem like a paradox, given that Norway has few well-known higher education institutions, high living expenses, a language not widely understood, and a geographical location at the northern fringes of Europe.
 Figure 1: Number of Bachelor and Master Students in Norway with Foreign Citizenship 2000–2018
 So why do students choose Norway? A deliberate policy for internationalization of higher education developed is an important factor. From the 1980s, internationalization has increasingly become an integral part of national higher education policies as well as included as strategies of higher education institutions (Wiers-Jenssen & Sandersen, 2017). The main rationale for encouraging student mobility is educational; mobility is seen a tool for quality enhancement in higher education. However, economic, cultural,and political rationales are also present. The fact that the vast majority of higher education institutions are public partly explains why internationalization policies quite efficiently has trickled down from the national to the institutional level. 
 Most Norwegian higher education institutions do not charge tuition fees. This has gradually become a comparative advantage, as an increasing number of neighboring countries have introduced fees for students from outside Europe. Hence, there may be economic rationales for choosing Norway as a study destination, despite high costs of living. Students from developing countries may qualify for funding from the Norwegian government, while students from other countries have to cover all expenses themselves.
 Higher education institutions have economic incentives other than tuition fees for attracting international students. A reform in Norwegian higher education implemented in 2003 introduced a performance-based funding system (Frölich, 2006). Higher education institutions are rewarded for the number of credit points awarded, implying a stronger focus on attracting students in general. A significant increase in the number of courses and programs in English has facilitated recruitment of international students (Wiers-Jenssen, 2019). 
 International students cited courses in English and absence of tuition fees as the most frequently reported motives for studying in Norway (Diku, 2019a; Wiers-Jenssen, 2019). The latter is particularly important for students undertaking a full degree in Norway. Features of Norway, such as peaceful, safe, and technologically advanced society and unspoiled countryside are also accentuated. As these characteristics were present also before the number of international students started to grow, such motives must be understood in relation to conditions that have changed, such as availability of courses in English. Beautiful scenery and safety would have limited attractional value if courses in English were not offered.
 Quality is a less highlighted reason for choosing Norway as a study destination. But even if perceived quality is not a main attraction, international students in general give positive assessments of the quality of their education (Diku, 2019a). They cope quite well with academic demands, and their main challenges seem to be dealing with the high living expenses and limited interaction with Norwegians. The latter represents a challenge also for higher education institutions, as a major rationale for recruiting international students is to enhance “internationalization at home” (exposing Norwegian students and faculty to perspectives from abroad). If interaction is scarce, so is the exchange of ideas and perspectives.
 Foreign students in Norway consist of three groups (see Figure 2): (a) students who come to undertake a full postgraduate degree (international graduate students), corresponding to the definition of international students used in the Organisation for Economic Cooperation and Development (OECD, 2020) statistics; (b) students who come for a shorter study of 3 months or more (international exchange students); and (c)students who come for study sojourn of less than three months or who have come to Norway for other reasons, including (labor) migrants, refugees and more. In total, these three groups constituted 8.7% of total enrollments in Norwegian higher education institutions in 2018 (own calculation based on DBH).
 Figure 2: Bachelor and Master students in Norway with Foreign Citizenship, 2018: Number and Type of Students
 PhD students are not included in the figures mentioned above, and an exact numberof current doctoral students cannot be estimated. However, the number of foreign citizens completing a PhD was 657 in 2018, 42 per cent of all PhD graduates (Research Council of Norway, 2019). Hence, the proportion of foreign citizens is far higher at the doctorate level than at the bachelor and master level. This is in line with the situation in most European and North American countries (OECD, 2019).
 The largest universities (University of Oslo and Norwegian University of Science and Technology) attract the highest number of international students. These are also among the few Norwegian higher education institution found on international ranking lists. However, some small specialized higher education institutions such as the Academy of Fine Art, The Oslo School of Architecture and Design, and the Norwegian Academy of Music have higher proportions of international students.
 The majority of international students originate from Europe and Asia (Diku, 2019b). China, Nepal, Sweden and Germany are currently the major sending countries of full degree students. Exchange students are mainly Europeans, and many of these come through the European Union student exchange program ERASMUS. European exchange students are often attracted by the “exoticness” of studying in the northern fringes of Europe. The majority of full degree students are enrolled in master programs, while exchange students are in bachelor programs. Science and technology is the most popular field of study, and clearly more popular among international students than Norwegian students (Diku, 2019b).
 More than half of the international students report being interested in living and working in Norway upon graduation (Diku, 2019a). However, updated statistics on the number that actually settle in Norway are currently not available. While obtaining a residence permit in Norway is quite straightforward for those who are originate from countries in the European Economic Area, students from other countries generally face more barriers. Some countries see recruitment of international students as an instrument for so-called skilled migration, but Norway does not have an explicit policy on this. On the contrary, government policies have encouraged students to leave upon graduation, in order to avoid poaching highly skilled individuals from countries that already experience high emigration. As a part of foreign aid policy, students from developing countries have received grants for studying in Norway, on condition that they return to their home country.
 The last couple of years, the number of international students in Norway has ceased to grow (cf. Figure 1). The reasons for this are not clear. It may be that a (temporary) point of saturation is reached. Still, the overall picture shows a remarkable growth in the last two decades. This illustrates that a small country with weak traditions for inward mobility may be able to attract international students if higher education institutions and national policies match well. Further, it shows that institutional policies can attract international students as much as economic policies.

The article explores the phenomenon of educational leadership as an integral component of the professional training of future master's degree students in education. The study examines key theoretical approaches to defining the concept of "educational leadership" and its role in the modern educational environment. Major leadership models in education, including transformational, distributed, and servant leadership, are analyzed in terms of their effectiveness in improving the management of the educational process. The article discusses the significance of educational leadership in teaching, educational management, and research activities, emphasizing its impact on preparing competent professionals capable of implementing innovations and fostering the strategic development of educational institutions. Particular attention is given to the methods and technologies used to develop leadership competencies in graduate students, including interactive learning methods (such as training sessions, case studies, and debates), the application of digital technologies, and the introduction of specialized leadership programs. The study identifies key barriers to the formation of leadership qualities, such as the insufficient integration of leadership disciplines into curricula, limited opportunities for practical application of acquired knowledge, and the lack of motivation among students to engage in leadership roles. The article outlines promising directions for improving the training of master's students in education, including expanding opportunities for practical training, integrating international best practices, and utilizing advanced educational technologies. Emphasis is placed on the importance of adapting global best practices in educational leadership training to the context of Ukrainian higher education. The study concludes that a comprehensive approach to fostering educational leadership is essential for the professional development of future master's students and for enhancing the overall effectiveness of the education sector.

Introduction Throughout the world educational systems, including those of higher education, are expanding. The fact that there are more job seekers with higher education qualifi cations will obviously have an impact on supply and demand in the labour market. This affects not only those with higher education qualifi cations, but also those without. When the increments in and the stock of the higher education population are small, job seekers who have received higher education can secure satisfying jobs more easily. However, with the expansion of higher education, when both increase over time, new higher education graduates may fi nd it more diffi cult to obtain jobs with good terms and conditions, when compared with those who entered the labour market earlier. For example, they may be offered similar positions, but with lower starting salaries or on short-term contracts; or they will have to accept positions at a lower rank; or, most seriously, they will face unemployment after graduation (Fields, 1995). Such a situation carries with it knock-on effects for college and secondary school graduates.

Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

The article analyses the practical aspect of the peculiarities of preparing the second higher education (master’s level) applicants of pedagogical profile for professional activity on the basis of studying the achievements of teachers-practitioners of different higher education institutions of Ukraine. It notes that in the course of practical training master students work on the development of individual, professional, creative abilities as future specialists; it shows that the practice of master students consists of three stages: the initial, during which the undergraduates are introduced to the purpose and content of the practice, individual tasks and forms of reporting, samples and requirements for preparation of reporting documents, learn the features of the educational process in the institution of higher education, the plan of work of the department, etc.; the main one, which combines educational-methodical, organizational-educational and research work of the undergraduates, and the final one, at which the undergraduates summarize the results of the teaching practice and draw up the accounting documentation. The article shows that the process of students’ practical training will be effective in observing the following principles: the interrelation of theoretical learning and practice; continuity; sequences; polyfunctionality; prospects; free choice; cooperation. The authors focus on the content of methodological recommendations for the organization and conduct of seminars, identify the main functions (training: deepening, concretization, systematization of knowledge learned at lectures and in the process of independent preparation for the class; developmental: development of logical thinking of higher education applicants, acquisition of skills to work with various scientific sources; educational: patriotic education, education of culture of speech and thinking, instilling an interest for the study of a particular discipline and for the profession in general, the formation of the need for a healthy lifestyle; diagnostic and corrective: control over the quality of assimilation of educational material, detection of gaps and their overcoming). Key words: pedagogical (assistant) training practice, Master student (undergraduate), educational process, vocational training, professional activity, teacher.

Internationalization of higher education is one of the key trends of development. There are several approaches on how to achieve competitiveness and performance in higher education and international academic mobility; students’ exchange programs, partnerships are some of the aspects that can play a significant role in this process. This paper wants to point out the student’s perception regarding two main directions: one about the master students’ expectation regarding how an internationalized master should be organized and should function, and second the degree of satisfaction of the beneficiaries of internationalized master programs from Babe-Bolyai University. This article is based on an empirical qualitative research that was implemented to students of an internationalized master from the Faculty of Economics and Business Administration. This research can be considered a useful example for those preoccupied to increase the quality of higher education and conclusions drawn have relevance both theoretically and especially practically.

The article discusses the problem of forming the linguistic identity of foreign medical students; it emphasizes the need for pedagogically sound and rational implementation of modern information and communication technologies in the process of higher education. It highlights the problem of choosing effective methods and innovative approaches that can compete with traditional methods of presenting educational information, complementing and expanding their repertoire. The authors justify the relevance of improving the effectiveness of teaching the discipline “Ukrainian as a Foreign Language” in higher education institutions by implementing the task of forming and developing the communicative competence of foreign students. The implementation of this educational goal directly affects the curriculum and the choice of teaching technologies, which contributes to improving the quality of Ukrainian language learning. Particular emphasis is placed on combining traditional teaching methods with interactive technologies, which are the focus of the authors of the proposed study. They aim to use interactive technologies for learning Ukrainian as a foreign language to help students of higher medical education master the learning material through communicative practice. The practical skills and competences acquired can be valuable not only in the process of learning Ukrainian, but also in their social and professional communication. Interactive teaching technologies are based on dialogical forms of interaction between students, in the process of which they develop cooperation skills; thus, learning Ukrainian as a foreign language, which is one of the options for implementing a communicative approach in education, is based on active interaction between teachers and students, as well as between students themselves. The integration of interactive technologies into the teaching of Ukrainian as a foreign language meets the needs of modern higher education students, increases the clarity of educational information, and facilitates its perception and assimilation.

Research work is one of the most difficult types of independent work of applicants for the second level of higher education (master's students), the implementation of which requires special knowledge and skills. For master's cadets, preparing and writing a master's thesis is the first experience of research activity. In the Kherson State Maritime Academy, for master's cadets specializing in «Navigation and Management of Sea Vessels», the course «Modern Methods of Scientific Research and Data Processing» (MMSRDP) is provided, which, according to the curriculum and educational and professional program, is included in the cycle of professional training. The program of the academic discipline «Modern Methods of Scientific Research and Data Processing» is drawn up in accordance with the Code of Training, Certification and Watchkeeping for Seafarers STCW-78, IMO-MODEL COURSE 7.01, 7.03. and according to EPP. The direction of our research is to improve the teaching of the course «Modern Methods of Scientific Research and Data Processing» in the Kherson State Maritime Academy to achieve more significant standards of professional competence of applicants for the second level of higher education (master's students) in the specialization «Navigation and Management of Marine Vessels» of KhSMA. This article examines two of the most important components of the MMSRDP course. The first is the «starting» knowledge of the methodology and methods of scientific research, namely, the most significant classical paradigms that determine the essence of the concepts of methodology and methods of scientific research, concepts and issues of modern methods of empirical and theoretical research. The second, no less important component of the MMSRDP course is the study by master's students of specific methods and techniques of data processing and analysis. Our further research is aimed at a more detailed consideration of the second component of the MMSRDP course - the study by master's students of specific methods and techniques of data processing and analysis in the field of technical sciences, in particular, in the field of navigation, which are most necessary for master's students of the navigation specialty, as well as the development of a set of individual tasks for master's students aimed at the application of specific methods and techniques of data collection and analysis