Search Results (36)

This study investigates the role of family involvement and succession planning in shaping the long-term sustainability of family businesses in Indonesia, with a specific focus on the mediating effect of transgenerational entrepreneurial orientation (TEO). This research responds to calls for integrative models that move beyond examining these factors in isolation. Indonesia offers a unique context due to its dominance of family-controlled firms and informal succession traditions, which shape entrepreneurial value transmission across generations. A quantitative approach was employed using survey data from 210 respondents representing active family businesses in Indonesia. Partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4.0 was used to test reliability, validity, and structural relationships. Additional analyses included HTMT for discriminant validity, CVPAT for predictive relevance, and importance–performance map analysis (IPMA) to identify managerial priorities. The results reveal that family involvement and succession planning both exert significant positive effects on long-term family business sustainability, with TEO playing a mediating role. Family involvement strongly enhances both sustainability and entrepreneurial orientation, while succession planning contributes more indirectly through the development of TEO. The IPMA indicates that family leadership in governance and openness to innovation are highly important but underperforming drivers, suggesting key areas for improvement. The model explains 51.9% of the variance in TEO and 48.6% in long-term sustainability, with significant mediation paths (β = 0.092–0.104, p < 0.05). The cross-sectional design limits causal inference, and the focus on Indonesian firms may constrain generalizability to other cultural contexts. Future research could adopt longitudinal and cross-country comparative designs while also examining the role of digital transformation and generational differences in sustaining family firms. The findings highlight the need for Indonesian family firms to professionalize succession planning while strengthening transgenerational entrepreneurial orientation. Practical steps include formal mentoring, clear successor criteria, and embedding innovation and proactiveness in family governance. This study extends the family business literature by conceptualizing TEO as a dynamic capability that bridges family involvement, succession planning, and sustainability. By integrating these perspectives, it offers a more comprehensive understanding of how family firms can achieve resilience and continuity across generations. Full article

Online adaptive radiotherapy (ART) is rapidly transforming clinical radiation oncology by enabling adaptation of treatment plans based on patient-specific anatomical and biological changes. However, most medical physics training programs lack structured education in ART. To address this critical gap, the Medical Physics Adaptive Radiotherapy (MPART) Fellowship was established at our center to train post-residency or practicing physicists in advanced adaptive technologies and workflows. The MPART Fellowship is a two-year program that provides immersive, platform-specific training in CBCT-guided (Varian Ethos), MR-guided (Elekta Unity), and PET-guided (RefleXion X1) radiotherapy. Fellows undergo modular clinical rotations, hands-on training, and dedicated research projects. The curriculum incorporates competencies in imaging, contouring, online planning, quality assurance, and team-based decision-making. Evaluation is based on the Accreditation Council for Graduate Medical Education competency domains and includes milestone tracking, mentor reviews, and structured presentations. The fellowship attracted applicants from both domestic and international institutions, reflecting strong demand for formal ART training. Out of 22 applications, two fellows have been successfully recruited into the program since 2024. Fellows actively participate in all phases of adaptive workflows and are expected to function at near-attending levels by the second year of their training. Each fellow also leads at least one translational or operational research project aimed at improving ART delivery. Fellows contribute to clinical coverage and lead developmental projects, resulting in presentations and publications at the national and international levels. The MPART Fellowship addresses a vital educational need by equipping medical physicists with the advanced competencies necessary for implementing and leading ART. This program offers a replicable framework for other institutions seeking to advance precision radiation therapy through structured post-residency training in adaptive radiotherapy. As this fellowship program is still in its early phase of establishment, the primary goal of this paper is to introduce the structure, framework, and implementation model of the program. Comprehensive outcome analyses—such as quantitative assessments, fellow feedback, and longitudinal competency evaluations—will be incorporated in future work as additional cohorts complete training. Full article

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models. Full article

The integration of immigrant and refugee youth in Norway entails navigating linguistic, cultural, and social challenges that can hinder educational attainment, wellbeing, and future opportunities. Community-based mentoring has emerged as a promising strategy to support immigrant youth in their adaptation processes. This study explores how immigrant youth participants in the Vinn Vinn project experienced and perceived the role of mentoring in their social integration and overall wellbeing in three municipalities. The project, initiated by the Human Rights Academy in collaboration with Save the Children Norway, paired young immigrants (aged 16–23) with volunteer mentors who shared similar cultural and linguistic backgrounds. Drawing on twenty two semi-structured interviews and complemented by targeted observations of programme activities, the findings demonstrate that mentoring facilitated social belonging, improved language and cultural competence, reduced loneliness, and provided both emotional and practical support. Anchored in Bronfenbrenner’s ecological systems theory, the study highlights how mentoring created opportunities for positive interactions across micro- and meso-level systems, bridging individual needs with wider community and institutional structures. The article contributes to the scholarship on immigrant youth integration by showing how culturally responsive, community-based mentoring can complement formal welfare services and enhance wellbeing among young immigrants in Norway. Full article

Mentoring is a series of communication interactions over time that involve the exchange of experiences or accumulated knowledge between individuals in a relationship with the intent of assisting growth and developing capacity. More specifically, mentoring frequently occurs in dyads that provide developmental mentoring, career development, psychosocial support, and role modeling across a continuum of formal and informal mentoring relationships, including episodic interactions. Mentoring has a long history, from guidance documented in Homer’s “Odyssey” dating back to 700 BCE, to structured mentoring programs used by organizations such as the Big Brothers (founded in 1910). However, mentoring research did not gain widespread prevalence until the 1980s when mentoring was applied across various employment sectors. This entry encompasses international scholarly publications across disciplines such as communication, business, education, medicine, engineering, psychology, sociology, and more to identify and explain key mentoring concepts, provide a comprehensive summary of existing research findings, offer strategies for effective mentoring practices, and highlight future research directions. Full article

Background: The International Association for the Study of Pain (IASP) conceptualizes pain as a subjective experience, influenced by biopsychosocial factors, strongly related to the person’s environment and previous experience. It is necessary to understand painful experiences from birth and their influence on the self-perception of pain later in life. In addition, training competent health professionals to identify and treat pain becomes a priority. The main objective of the protocol is to describe the situations that influence pain perception. These influences are conceived from birth to adulthood, taking into account the gender perspective. Methods: This is a two-year exploratory mixed-methods educational intervention design, incorporating cross-sectional assessments at baseline. The research will be carried out in the academic community, including nursing students from two universities. The following will be carried out: (1) practical seminars (groups of 20–25) to increase future healthcare professionals’ awareness of pain-inducing procedures and critical thinking; (2) a peer-mentoring session, led by senior students, addressing pain research, its clinical impact, and strategies for improved pain management through theoretical and practical components; (3) supervised sessions, where students will learn and perform vital sign measurements (HR, SpO₂), algometry, and the Cold Pressor Test (CPT) to assess pain perception, threshold, and tolerance, practicing in pairs; (4) a gender-specific questionnaire to evaluate students’ perceptions of pain, fostering reflection on gender differences in pain experiences. Discussion: The aim is to enhance knowledge about pain in future health professionals to increase their skills in the approach to pain. Conclusions: This study aims to promote formal academic contact between higher education students, promoting comprehensive care in the management of pain at different stages of life. Full article

The literature on youth ministry practices is mostly anecdotal, and empirical research into the practices, goals, and meanings of youth ministry to youth pastors is rare, especially in Australia. In this study, 20 youth pastors in Perth, Western Australia, were interviewed about their goals, priorities, practices, training, and what influenced them. This study forms part of a larger doctoral research project. The interview data were analysed utilising a phenomenological approach, drawing upon Goffman’s framing analysis to examine the link between ‘meaning making’ and explicit and tacit motivations for youth ministry practice. The research found that youth pastors were most often motivated by their personal experiences, influenced by mentors and peers, and sometimes their formal studies. Goffman’s framing was useful for explaining how motivations, influences, and goals shape ‘what’ is happening. The research contributes to knowledge about cross-denominational youth ministry practices with young people and has implications for youth ministry training and the need to support youth pastors’ informal learning through their networks. Full article

Background: Undergraduate nursing students (UNSs) often enter clinical training just as they are still mastering the emotional labor of the profession. In Nepal, where teaching hierarchies discourage upward dialogue and hospitals routinely struggle with overcrowding, supply shortages, and outward nurse migration, these learners confront a distinct, under-documented burden of psychological distress. Objective: This study examines how UNSs interpret, negotiate, and cope with the mental health challenges that arise at the intersection of cultural deference, resource scarcity, and migration-fueled uncertainty. Methods: A qualitative design employing reflexive thematic analysis (RTA), guided by the Reflexive Thematic Analysis Reporting Guidelines (RTARG), was used. Fifteen second-, third-, and fourth-year Bachelor of Science in Nursing students at a major urban tertiary institution in Nepal were purposively recruited via on-campus digital flyers and brief in-class announcements that directed students (by QR code) to a secure sign-up form. Participants then completed semi-structured interviews; audio files were transcribed verbatim and iteratively analyzed through an inductive, reflexive coding process to ensure methodological rigor. Results: Four themes portray a continuum from silenced struggle to systemic constraint. First, Shrouded Voices, Quiet Connections captures how students confide only in trusted peers, fearing that formal disclosure could be perceived as weakness or incompetence. Second, Performing Resilience: Masking Authentic Struggles describes the institutional narratives of “strong nurses” that drive students to suppress anxiety, adopting scripted positivity to satisfy assessment expectations. Third, Power, Hierarchy, and the Weight of Tradition reveals that strict authority gradients inhibit questions in classrooms and clinical placements, leaving stress unvoiced and unaddressed. Finally, Overshadowed by Systemic Realities shows how chronic understaffing, equipment shortages, and patient poverty compel students to prioritize patients’ hardships, normalizing self-neglect. Conclusions: Psychological distress among Nepalese UNSs is not an individual failing but a product of structural silence and resource poverty. Educators and policymakers must move beyond resilience-only rhetoric toward concrete reforms that dismantle punitive hierarchies, create confidential support avenues, and embed collaborative pedagogy. Institutional accountability—through regulated workloads, faculty-endorsed wellbeing forums, and systematic mentoring—can shift mental health care from a private struggle to a shared professional responsibility. Multi-site studies across low- and middle-income countries are now essential for testing such system-level interventions and building a globally resilient, compassionate nursing workforce. Full article

Background/Objectives: In contemporary nursing education, clinical competence and psychological resilience are both essential; however, they are often treated as separate outcomes. Clinical placements are a central component of nursing education, and often expose students to high levels of stress, emotional challenges, and complex clinical demands. Building both clinical competence and psychological resilience during this phase is crucial to preparing students for the realities of professional practice. This narrative review, grounded in Bandura’s social cognitive theory (SCT), explores how educator behaviors, teaching strategies, and learning environments interact to influence both domains in undergraduate nursing students. Methods: A comprehensive search was conducted in PubMed, CINAHL, and PsycINFO for peer-reviewed articles published between 1 January 2000 and 2 May 2025. Relevant studies were thematically analyzed and were guided by Bandura’s SCT constructs, including observational learning, self-efficacy, and reciprocal determinism. No formal study appraisal was conducted due to the narrative nature of the review. Findings: Nineteen studies were included in the review. The findings highlight that reflective practices, structured feedback, peer learning, and strategies to build self-efficacy are central to building resilience and competence. Supportive educator behaviors such as mentoring, emotional support, and professional role modeling, were strongly associated with increased student confidence, emotional regulation, and adaptability. Psychologically safe clinical learning environments further enhanced self-efficacy and active engagement. In contrast, unsupportive or inconsistent environments were linked to student stress, disengagement, and reduced performance. Conclusions: This review highlights the need to move beyond traditional competency-based models toward an integrated approach that equally values psychological preparedness and resilience. Findings suggest a shift toward emotionally and socially integrated clinical education. Full article

In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staff schools, where a growing cohort of inexperienced teachers increases the need for mentoring. The analysis is based on data from semi-structured interviews conducted with teachers in six schools across two Australian states, as part of a larger project exploring work experiences of teachers in hardest-to-staff schools. In addition to formal mentoring, our findings illustrate that in these schools, informal and incidental mentoring is widespread. Further, the iterative nature of novice teacher induction creates a sense of ambivalence in longer-serving teachers. While experienced teachers find reward in supporting early-career colleagues, the hidden labour inherent to constant incidental mentoring encroaches on the time available to manage their own workload, sometimes leading to frustration and even resentment. We conclude that while mentoring is crucial with so many new entrants to the profession, policymakers should be aware of the labour associated with increased incidental mentoring to avoid unintended consequences for teachers who find themselves in the position of supporting growing numbers of new staff. Full article

This study investigates the integration of youth work into school environments as a response to contemporary educational challenges. Drawing on the implementation of selected best practices in four European countries—Greece, Finland, Estonia, and Portugal—within the framework of the Youth Work in Schools (YWIS) Erasmus+ project, this research explores the potential of youth work to enhance school communities, promote sustainability, support student well-being, and deepen democratic practices. Employing a mixed-methods approach that combines case studies and survey data from educators and youth workers, the study examines the transformative impact of youth work in promoting inclusive, engaged, and resilient educational settings. Preliminary findings indicate that youth work contributes meaningfully to holistic youth development by creating collaborative school cultures, supporting emotional and social well-being, and encouraging active civic participation. Youth workers’ interventions—ranging from peer mentoring and participatory governance to sustainability initiatives—demonstrated the value of experiential, student-centred learning. However, the sustainable integration of youth work in education requires institutional openness, professional recognition, and systemic support. By analysing the reflections of practitioners across diverse national contexts, this paper offers critical insights for policymakers, educators, and practitioners aiming to bridge the gap between formal and non-formal education. It argues that embedding youth work in schools can serve as a catalyst for educational transformation, cultivating more democratic, sustainable, and supportive learning environments. Full article

This study explores the predictive factors influencing sport coaches’ perceived performance levels following an 18-month mentor-based education program. The study employed a quasi-experimental, pre-test/post-test control group design to assess changes in perceived coach performance over time. The experimental group participated in six group gatherings and at least 15 individual mentoring sessions over 18 months, while the control group received no intervention. Participants were recruited from a non-formal coach education program run by the Norwegian Olympic Sports Center (NOSC), requiring recommendations from their respective sport federations. Of the 159 coaches who applied, 73 were selected for the program and invited to participate, along with 29 additional coaches from specialized high schools for elite sports, forming a total sample of 98 coaches (69 in the experimental group, 29 in the control group) at pre-test. The sample consisted of 61 males (62%) and 37 females (38%), aged 26 to 71 years (M = 38.3, SD = 8.3), representing over 20 sports, with handball (15.3%), cross-country skiing (10.2%), soccer (7.1%), and track and field (7.1%) being the most common. Data collection included an online questionnaire measuring perceived coach performance, coaching hours, age, and dimensions of the coach–athlete working alliance (task, bond, and goal development). After 18 months, 75 coaches completed the study, yielding a response rate of 73.5%. Hierarchical regression analyses revealed that coaches’ ages, weekly coaching hours, baseline perceived performance, and task development within the coach–athlete working alliance positively predicted their performance perception post-test. Participation in the mentor-based program also had a significant positive effect. However, neither bond nor goal development in the working alliance predicted performance perception. These findings underscore the importance of mentoring, structured self-reflection, and task-focused coaching strategies in enhancing coaching effectiveness. The results have implications for coach education programs seeking to foster professional growth and performance development. Full article

Caregivers of children with chronic conditions face daily challenges and a lower quality of life, which may be improved through peer support. This scoping review explored the literature on formal caregiver-to-caregiver mentorship programs, identifying strategies to inform future programs. Using Arskey and O’Malley’s framework, we searched five databases for peer-reviewed literature on caregiver-to-caregiver mentorship programs for adult caregivers caring for children (≤18 years) with chronic conditions. Thematic analysis was performed on relevant articles. Of the 10 064 search hits, 109 were included after full-text screening. Theme 1, “Mentorship adds to medical support”, reflected how mentorship can complement medical care provided by healthcare teams. Theme 2, “Successful mentorship requires the right mentors”, highlighted the qualities of mentors crucial for effective mentorship, mentor-matching practices, and training areas for mentors. Theme 3, “Mentorship programs should balance structure and flexibility”, emphasized the importance of allowing for flexibility to accommodate diverse family needs. Theme 4, “Mentorship programs face common challenges”, summarized the challenges frequently faced when implementing mentorship programs. The study findings suggest that the success of mentorship programs hinge on factors including a flexible program structure, knowledgeable and dedicated mentors, and an infrastructure in place for supporting both the mentors and the financial needs of the program. Full article

The underrepresentation of women in science fields limits their potential in solving current global challenges. As a lighthouse to close this gender gap, role models are crucial for girls to build their science identity, even in their early years. Therefore, we describe a combined mentoring intervention taking place during scientific summer camps for girls. In these camps, young girls lived for a week undertaking an intensive program conducting cutting-edge research and in close contact with female mentors and other girls within a community of practice. They were mentored in small groups, but there were also chances for participating in talks, entrepreneurial workshops, and social activities all together. On the last day, the girls presented their research results, sharing their perceptions about the camp and their concerns regarding the role of women in science in an open-door final conference. By means of a mixed-method assessment conceptualization, the aim of this study is to provide evidence supporting the impact of non-formal education settings to effectively enhance girls’ science potential by using inspiring female scientists acting as mentors and role models. Furthermore, the study intends to shed light on what were regarded to be the key factors of the camp design that had such an impact on the participating girls. In particular, the findings demonstrate that the participating girls improved their attitudes towards STEM after the camp, highlighting how role models, in several roles, were key to empowering them in science through the building of a gender-responsive and inclusive community. Finally, the paper also discusses the key elements of the intervention based on the lessons learned and its transferability to different educational contexts in order to expand the beneficial effects of a gender-sensitive science education to build an inclusive future. Full article

Studies on talent development show that attaining expertise relies on long-term active engagement with a domain. Mentoring plays a key role in this, but it usually takes place outside of school in informal mentoring relationships, and research on formal school-based talent development mentoring programs is lacking. In the present research, we examined which factors in a novel school-based Learning Pathway Mentoring program hinder mentees’ active engagement with their domain. Due to a lack of corresponding research, we employed an exploratory sequential mixed-methods design (QUAL → quan). We first explored factors affecting mentees’ engagement from the perspective of 55 mentors in the Learning Pathway Mentoring program. The results of these qualitative analyses served to derive research questions about variables associated with decreased mentee domain activity, which we then studied in auxiliary quantitative analyses based on a sample of 48 mentees of the same program. Our combined analyses suggest that reasons for decreased mentee engagement may, in fact, be very heterogeneous and nuanced. As talent development places a significant demand on mentees in terms of extracurricular engagement, difficulties might occur specifically when mentees are expected to set priorities regarding the implementation of learning activities in their talent domain and simultaneously meet increasing school demands. Full article