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How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.

Against the recent reversal of the gender gap in higher education that has been observed in many countries, this paper aims to explore why there are better chances for lower social class women to access higher education than for higher social class women in a relative comparison with the same groups of men. Based on the occupational approach and the Breen–Goldthorpe model, we demonstrate those country conditions under which stratification in individual chances to obtain higher education is more severe.

We use contextual characteristics which capture gender-based and occupational differentiation, including female labour force participation, the share of females in the service sector, and the share of males in upper-secondary vocational education. By using multilevel modelling techniques and data provided by the European Social Survey (2002–2018) for 33 countries, we have made a cross-country analysis of how the relationship between gender and class, as well as the achievement of higher education, is moderated by these features.

Our results show that a higher share of males in upper secondary vocational education in a given country is negatively associated with the likelihood of obtaining higher education, whereas a high share of females employed in services in a given country has a positive association with this likelihood. We have also found cross-level interactions between a higher share of employed females and women in the service sector, on the one hand, and those of working-class origin, on the other, that are positively associated with higher education achievement. In higher education achievement, the growing importance of horizontal differentiation based on occupation and gender has accompanied the declining power of vertical inequality based on social class.

This study combines gender and class in an analysis of patterns of inequalities of educational opportunity in different societies undergoing a post-industrialist shift.

The Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek et al., 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019).

A quantitative cross-sectional correlational research design and Bronfenbrenner's socio – ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital.

From such a dual methodological approach, the findings from this study suggests that (1) age, (2) gender, (3) nationality, (4) financial/work status, (5) years of PhD and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status.

Research limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to “balance” the experiences of the PhD journey in higher education.

In order to succeed in academia and HDR programs, students need to identify with and develop the “right kind of capital” to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student.

The concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students.

Whilst reforms to improve PhD experiences are well established across the international literature (Geven et al., 2018; Skopek et al., 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.

This chapter provides an overview of the results from a cross-nationally comparative project analysing gender differences and inequalities at labour market entry. Women’s relative gains in educational attainment and the expansion of the service sector suggest that gender inequalities in occupational returns are diminishing or even reversing. In assessing gender differences at labour market entry, we look at a phase of the life course when women’s family roles are still of minor importance. Conceptually, we distinguish between horizontal segregation and inequalities in vertical outcomes. The project was based on 13 in-depth case studies contributed by a network of scholars analysing countries with different institutional, socio-economic and cultural settings. The findings demonstrate that occupational gender segregation is still relatively marked among recent cohorts, though it is slightly decreasing over time in several countries. In terms of vertical inequalities, the case studies consistently revealed that while women enter more prestigious jobs than men in most countries, there is a female disadvantage in economic returns among recent labour market entrants. In addition, we found mixed evidence on the variations of gender equality at labour market entry across countries with different institutional characteristics.

The paper deals with the problem of induction hardening of long prismatic ferromagnetic bodies. The body is first heated to the austenitizing temperature typically in a cylindrical inductor fed from a source of harmonic current and then merged into a cooling medium. In specific cases, equalisation of temperatures within the body before its cooling may also be required. The mathematical model of the induction heating consists of two non‐linear second order differential equations of the parabolic type describing the distribution of the electromagnetic and non‐stationary temperature fields while the cooling is described by the heat equation and a theoretically empirical algorithm for mapping the process of hardening. The suggested methodology partially takes into account the temperature dependencies of all material parameters. The theoretical analysis is supplemented with an illustrative example and discussion of the results. Computations have been performed by means of professional codes and single‐purpose user programs developed by the authors.

This introductory chapter develops the overall research focus and the aim of the present special issue ‘Gender segregation in vocational education’. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research.

This study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.

The current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.

The study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.

The study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.

This review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

The article investigates whether and to what extent outsiderness is gendered in Western Europe, both in terms of its spread and degree. It thus explores which male and female post-Fordist social classes are more exposed to the risk of this phenomenon. It also scrutinizes whether such a gendered characterization has varied over time and across clusters of Western European countries.

Relying on a comparative analysis of the data provided by the European Social Survey (ESS) dataset and comparing two points in time – the early/mid-2000s and the late 2010s – the work provides both a dichotomous and continuous variable of outsiderness, which measure its spread and degree in the female and male workforces of a pooled set of growth models.

The empirical analysis shows that outsiderness is profoundly gendered in Western Europe and thus a feminized social phenomenon. However, the comparative investigation highlights that outsiderness has been genderized in diverse ways across the four growth models. Different patterns of gendered outsiderness can be identified.

The article provides a comparative and diachronic analysis of outsiderness from a gender lens, putting into a mutual dialogue different literature on labour market, and shows that outsiderness represents a key analytical dimension for assessing gender inequalities.

As far as the author knows the modeling of induction surface hardening is still a challenge. The purpose of this paper is to present both mathematical models of continuous and simultaneous hardening processes and exemplary results of computations and measurements. The upper critical temperature A_c3 is determined from the Time Temperature Austenization diagram for investigated steel.

Computation of coupled electromagnetic, thermal and hardness fields is based on the finite element methods, while the hardness distribution is determined by means of experimental dependence derived from the continuous cooling temperature diagram for investigated steel.

The presented results may be used as a theoretical background for design of inductor-sprayer systems in continual and simultaneous arrangements and a proper selection of their electromagnetic and thermal parameters.

The both models reached a quite good accuracy validated by the experiments. Next work in the field should be aimed at further improvement of numerical models in order to shorten the computation time.

The results may be used for designing induction hardening systems and proper selection of field current and cooling parameters.

Complete mathematical and numerical models for continuous and simultaneous surface induction hardening including dual frequency induction heating of gear wheels. Experimental validation of achieved results. Taking into account dependence of the upper critical temperature A_c3 on speed of heating.

The focus of this article is on gender justice with respect to opportunities (educational) and outcome (earnings). The main research question is whether educational opportunities are positively converted into fairness of income, and for whom and where this is the case. The importance of this study lies in the understanding that the subjective feeling of justice is a significant measure of quality of life, of the individual's subjective feeling of happiness and of the fulfilment of the goals people have reason to value.

The study takes a micro-macro approach, combining macro-level data taken from official statistics and micro-data from the 2018 European Social Survey for 25 European countries; the authors also apply multilevel modelling to the data analysis.

At individual level the authors found gender differences in the associations between education and fairness of educational opportunities. With regard to the scope of fairness, the authors emphasise that fairness of educational opportunities and net pay in European countries is less likely to be felt by someone who has a lower educational level. Higher educational expenditures are positively correlated with fairness of educational opportunities but not with fairness of net pay.

This article contributes to theoretical, empirical and policy-relevant gender justice research on the link between inequalities and justice perceptions. The authors have expanded the theoretical understanding of the concept of gender justice by taking into account the role of a specific gender norm on fairness perceptions. The norm, when asked about in a gender-neutral way, is not associated with fairness of pay, but when posed as a question specifically to women, has a negative relationship with perceptions of fair pay. The empirical contribution consists in the evaluation of individual and country mechanisms from a gender justice perspective. The policy contribution consists in questioning the belief that longer paid maternity leave is beneficial for women. In countries with long paid leave available to mothers, women reported even lower levels of fairness of net pay than men.