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To a prospective employee, self-perception is a vital component of employability; to better understand employability, an exploration of this essential component and its determinants is required. Besides investigating students’ perceptions of their likelihood of success in the graduate labour market, the purpose of this paper is to examine the main influence of gender and field of study and the interaction effects of these two independent variables on students’ self-perceived employability (SPE).

Data for the study were collected from a sample of 402 final-year students, at two universities in South Africa using an adapted questionnaire. The 402 students comprised of 203 from University A and 199 from University B. In total, 166 were males and 236 females while 104 were from Management Studies, 102 from Education, 72 from Law and 124 from Science and Agriculture. The three stated hypotheses for the study were analysed using factorial ANOVA (2×4) and the Bonferroni post hoc multiple comparison test.

The main effects of gender and field of study on SPE are both significant, but the interactions between them are not. Male students were found to demonstrate a higher level of SPE. For field of study, Education students demonstrated the highest level of SPE.

The study shows that students, particularly those in their final year, may perceive themselves to be more employable, due to increased awareness of their improved human capital. In addition, both gender and field of study are important attributes affecting students’ SPE. The variations in SPE are indicative of students’ understanding and awareness of labour market realities, offering several implications for universities and all stakeholders of graduate employability.

This study responds to identified challenges of poor work-readiness of many graduates and the inadequate relation between education and work. Through students' perspectives, the study examines the extent to which selected South African universities are supporting their students in developing employability skills and the influence of such employability support on students' enhanced employability.

Through purposive sampling, information was obtained from a sample of 402 final year students at two universities in South Africa. After an exploratory factor analysis, 34 of the 35 items on the questionnaire successfully loaded for further analysis under seven components.

South African universities that were analysed are adequately engaging their students with two of the six employability development opportunities (EDOs), while students' engagement with the other four is only to a fair extent. EDOs are found to jointly influence students' employability. The curriculum has the highest influence, followed by personal development planning, career development learning and work experience. Real-world activities and extracurricular activities were not found to influence students' self-perceived employability.

Beyond identifying skills that graduates are expected to possess, which dominate the discussion and debate on graduate employability, this study elucidates the role of universities in providing support structures – EDOs – that enable students to establish an appropriate connection between theory and practice. It provides insight into the employability potential of South African universities and increases the universities' awareness of what they can do to ensure the production of work-ready graduates.

Nuestra Señora de Lujan is situated in Lujan, Province of Buenos Aires. It is visited by about 5.000.000 pilgrims or religious campers (Catholics / Marianists) each year. These particular visitors cause geographical impacts or alterations on different aspects during an important period of the year (September — December). They affect the natural phenomena (by the Lujan River), the historical and cultural heritage, the urban and transportation development, and the religious, economic and social processes. To sum up, we could say that the “senses” of the City are affected.

Empirical studies in relation to employability development opportunities (EDOs) and university students’ enhanced employability are few, especially in Nigeria. The purpose of this paper is to assess the extent of university students’ engagement with EDOs and to empirically establish the extent of the relationship between these EDOs and students’ enhanced employability.

Data were collected from 600 final-year university students in Nigeria with the use of an adapted questionnaire. The 29 items on the questionnaire were subjected to an exploratory factor analysis in which 28 loaded under six factors which were used for further analysis.

Results indicate that at Nigerian universities students are engaging with all the EDOs to a moderately sufficient extent. Findings also show that there is a significant positive relationship between EDOs and students’ enhanced employability. Besides, considering the relative contribution of each of the EDOs to students’ enhanced employability, real-world activities make the highest contribution. Extracurricular activities were found to have no significant relationship with students’ enhanced employability.

Not all the EDOs are measured in the study.

Apart from empirically confirming the significant positive relationship between EDOs and university students’ enhanced employability, the study has established the relative contribution of each of these EDOs, which is a major contribution to the limited existing body of knowledge on university students’ employability.

Agriculture and associated services are central to the rural economy of the United Kingdom. Rural veterinary enterprises are important providers of services to livestock producers, but are now facing concerns over their future economic viability. The objectives of this chapter are to outline the changes occurring in the veterinary and agricultural sectors, and to explore the main issues affecting veterinary enterprises in a changing business environment.

This is a conceptual chapter contextualised mainly within the United Kingdom. As such, the methodological approach comprises a critical review of current academic literatures, as well as government reports and relevant media articles.

The findings demonstrate that the commercial success of rural veterinary enterprises is critical to ensuring the future provision of high-quality animal health services to both farmers and government. The current issues facing farmers are likely to affect their willingness and resources to invest in veterinary services. Furthermore, farmers may have doubts as to vets’ ability to provide business-focussed services that add value. In addition, many public services are outsourced to private veterinary enterprises, and forthcoming policy changes are expected to lead to reduced income from public sources for both vets and their livestock farming clients. While wider issues affecting agriculture are beyond the control of private veterinary practitioners, veterinary enterprises will need to ensure that they can deal with such challenges and, where required, adapt their services accordingly.

The chapter is based on a review of extant literatures, and the scope of the research is therefore limited to existing knowledge about the farm animal veterinary business landscape.

The chapter summarises current knowledge of the challenges facing rural veterinary enterprises. While some of the issues described are specific to the veterinary sector, many are also relevant to other rural SMEs providing knowledge-intensive services to farmers. The chapter also describes areas requiring further empirical research.

This article introduces the special issue of Learning and Development in Highly-Dynamic VUCA Contexts. The issue reviews the concept of VUCA (volatility, uncertainty, complexity and ambiguity), highlights its implications for the learning and development function and argues that learning and development play a critical role in helping organisations, people and the societal context in which they operate to work within and navigate VUCA contexts.

The contributions to this special issue propose a novel learning and development framework that will inform L&D as the provision of training, learning and development activities in organisations within highly dynamic VUCA contexts and ensuring a strong external focus including organisational, people, community, economic and societal sustainability.

We, the authors, propose seven features of a strategic sustainability L&D function and L&D professional role that are a fit with highly dynamic VUCA contexts.

The proposed framework has important implications for the way in which L&D is structured, its key priorities and plans and the competencies of L&D professionals to add value to all stakeholders. We also emphasise that the work on the L&D function in highly dynamic VUCA contexts needs to be broader and move beyond a performance orientation.

The proposed strategic sustainability role for the L&D function expands theoretically our understanding of how L&D can have impacts at the nexus of the organisation and highly dynamic VUCA contexts, in addition to broadening the constellation of stakeholders that it potentially enhances.

Purpose – This chapter presents the results of an exploratory study carried out on activist institutional investor strategies. It aims to identify the way in which different types of institutional investors are reacting to new institutional pressures in the French context.

Design/methodology/approach – Our methodology is based on a series of semi-directive interviews, combined with additional relevant data.

Findings – The interpretation of results makes use of institutional theory, more specifically the work of Oliver (1991). Our study shows that active institutional investors may opt for different responses when confronted with new institutional pressures, and that these responses would seem to depend on antecedents underlined by Ryan and Schneider (2002), which in turn depend on the nature of their business relationships with the firm in which they invest. Whereas pressure-sensitive investors (such as banks and insurance companies) generally adopt acquiescence responses, pressure-resistant investors (such as pension funds and investment funds) pursue joint strategies of co-optation, influence or control with key actors such as local and international proxy advisors and French investor associations. Acting conjointly, certain pressure-resistant investors are often considered as institutional entrepreneurs in that they initiate changes and actively participate in the implementation of new norms in the field of shareholder activism in the French context. In parallel to this ongoing professionalization, other pressure-resistant investors such as activist hedge funds seem to lack sufficient legitimate power to be effective.

Originality/value – This chapter illustrates that the level of institutional investor activism depends largely on the relevant national legal framework. It also shows how institutional investor coalitions take advantage of new institutional pressures to enhance their legitimacy or increase the effectiveness of their action.

This chapter aims to present the context, the approach and the pedagogical tools deployed at École Centrale Marseille (ECM) to promote gender equality in engineering education. The ECM has put several mechanisms in place such as challenging traditional gender stereotypes, social representation of the engineering profession and facing the realities of a professional world that is overwhelmingly masculine, including awareness of the glass ceiling effect on access to positions of responsibility and prevention of sexual harassment. The ECM model combines multidisciplinary studies with a professional grounding with the aim of educating students to be able to transform society. In 1997, the ECM founded the Mediterranean Network of Engineering Schools with the main goal of fostering sustainable development in the Mediterranean basin. The ECM has been part of the community of practice on gender equality initiated by Mediterranean Network of Engineering Schools through its participation in the H2020 TARGET project on gender equality in research and higher education.

There is increasing recognition of children's abilities to speak for themselves. School democracy, as demonstrated by genuine participation, has the potential to benefit both teachers and students; leading to better relationships and improved learning experiences. The aim of this study is to investigate whether participation in schools in Ireland is linked with perceived academic performance, liking school and positive health perceptions.

Data were collected via self‐completion questionnaires from a stratified random sample of 10,334 students aged 10‐17 years in Irish schools. The questions included encouragement to express their views in class, participation in the organisation of school events; taking part in making school rules; liking school, perceived academic performance, self‐rated health, life satisfaction and self‐reported happiness. Associations between school participation and other measures were expressed by odds ratios from logistic regression models, conducted separately for girls and boys.

More than 63 per cent of participating students reported that they were encouraged to express their views in class, 58 per cent that they were involved in organising school events and 22 per cent that they had been involved in making school rules. All forms of participation were lower among older students. Participation in school was significantly associated with liking school and higher perceived academic performance, better self‐rated health, higher life satisfaction and greater reported happiness.

These data are all cross‐sectional and relationships cannot imply causality.

These findings underscore the relevance of school participation for students in Ireland.

The paper illustrates that, in general, positive relationships between school participation and health and wellbeing are demonstrated among Irish children.

The article investigates factors associated with the relative success in adopting two specific alternative marine energies (liquefied natural gas [LNG] and electric batteries) in the Norwegian ferry market. This specific market segment is an interesting case study as its national-flagged fleet boasting the largest number of ships using alternative marine energies in comparison with the other countries of the region and the world.

A database tracking the yearly deployment of ships using a different combination of LNG and electric batteries was built from shipping lines’ online information and grey literature. The technological adoption approach was used to categorize different groups of users at each step of the adoption process and identify which factors separate the early adopters from the other groups of end-users. The compiled data allow tracing the changing distribution of Norwegian ferry operators along the conceptualized technology adoption curve.

Results indicated that the Norwegian ferry market matches required conditions to pass the “chasm” of uncertainties associated with transitioning to new technology. Some disparities between the adoption of LNG and the electric batteries in the Norwegian ferry markets are observed.

To the authors’ knowledge, no study has explored the adoption of new energies in the maritime industry based on the technology adoption process through a similar perspective. The analysis is helpful to shed light on the barriers associated with a high level of uncertainties when it comes to adopting new marine energies.