Trends in Higher Education

Introduction/problem: HE soft-power scholarship privileges national policy and elite/research intensive universities; we know less about how everyday institutional brand experience in post-1992 universities generate potential soft-power resources. Methods: three English post-1992 case studies; 24 semi-structured interviews; students, academic and brand managers; purposive sampling; recursive abstraction. Result: five mechanisms—values, culture, inclusivity, nurturing, innovation—corresponding to credibility/legitimacy, belonging/relational influence, accessibility/opportunity, human development/attachment and progress/future orientation. Discussion/contribution: soft power need not orientate only in elite prestige; post-1992 universities can potentially generate soft-power resources through credible institutional experiences, with implications for institutional branding, internationalization and educational practice.

Clinical training in complementary medicine (CM) higher education remains inconsistent, leading to variable graduate preparedness for professional practice. While apprenticeship models are widely used in practice-based disciplines, their role in CM education is underexplored. This study aimed to examine students’ experiences of apprenticeship-based learning in a South African CM programme. A qualitative case study design underpinned by an interpretivist paradigm, was employed to investigate students’ lived experiences in a CM programme in Gauteng province. Purposive sampling technique was adopted. Semi-structured interviews were conducted with ten participants, and data were thematically analysed. Two overarching themes emerged: opportunities and constraints of apprenticeship learning. Apprenticeship facilitated the integration of theory and practice, enhanced clinical competence and confidence, and supported professional identity formation through mentorship and exposure to diverse patient cases. It also promoted critical thinking and clinical decision-making. However, challenges included limited mentor availability, inconsistent teaching approaches, resource constraints, emotional stress, and difficulties balancing academic and clinical demands. These findings highlight the need for more standardised and supported apprenticeship models in complementary medicine professions education.

Postgraduate programs in Special Education often include practicum placements to provide students with clinical and teaching experience; however, these placements frequently induce academic stress. This study examines the relationship between perceived stress, general self-efficacy, and coping strategies among students during their practicum. The research involved 172 postgraduate students enrolled in a Special Education program. Participants completed questionnaires assessing stress, self-efficacy, and coping strategies. The results indicated that students experienced moderate stress and relatively high self-efficacy, predominantly employing adaptive coping strategies. Higher self-efficacy and use of humor were associated with lower stress levels, whereas denial and self-blame were linked to increased stress. Age exhibited a positive association with general self-efficacy and adaptive coping strategies, while displaying a negative link to avoidant mechanisms. Strengthening self-efficacy and positive coping strategies may contribute to the well-being and professional preparation of Special Education teachers.