HUMAN CAPITAL INVESTMENT AND FIRM FINANCIAL PERFORMANCE: THE MEDIATING ROLE OF EMPLOYEE WELL-BEING AND THE MODERATING ROLE OF FINANCIAL CONSTRAINTS IN PROJECT-BASED ORGANISATIONS IN UZBEKISTAN

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

School organizational culture in Islamic education requires ethical foundations that can support teachers' professional responsibility without neglecting their well-being. This article develops an analytical framework for examining the internalization of amanah (trustworthiness and accountability) and ihsan (excellence and care) in relation to teachers' organizational commitment at SDIT Ar-Raihan, Pagar Alam, Indonesia. A qualitative single-case study is proposed, involving purposively selected school leaders, teachers, and educational staff, with semi-structured interviews, nonparticipant observations, document analysis, and reflexive thematic analysis. A synthesis of recent scholarship indicates that value-based culture may influence affective and normative commitment through trustworthy leadership, professional meaning, organizational justice, and collegial support; continuance commitment also depends on employment conditions. These relationships are presented as propositions requiring field verification, not as empirical findings from the school. The framework offers an ethically grounded direction for examining teacher commitment and improving Islamic school management.

Graduate employability Outcomes (GEO) is a crucial issue in emerging countries, where skill gaps and unemployment among university graduates are consistently rising. In this context, higher education institutions (HEIs) play a pivotal role in developing a strategic approach to fill the gap through collaboration between academia and industry. Nowadays, every higher education institution in emerging countries has an internal quality assurance cell (IQAC), and they play a critical role in ensuring continuous improvement, stakeholder engagement, and curriculum development. However, despite the growing relevance of this issue, limited empirical studies have been conducted on the mediating role of IQAC in the relationship between industry and academia for confirming graduate employability in an emerging economy, like Bangladesh. The purpose of this study is to examine the mediating role of IQAC, including university curriculum (UC), job scholars’ opportunities (JSO), on the association between university-industry collaboration (UIC), and university GEO in Bangladesh, using partial least squares structural equation modelling (PLS-SEM) under the quantitative research approach. Data were collected using a structured questionnaire from university graduates, faculty members, and administrative staff. The empirical evidence reveals that UIC significantly contributes to GEO; moreover, IQAC plays a substantial mediating role, including UC and JSO. The findings of the study offer practical contributions for higher educational institutions (HEIs), policymakers, and industry experts to continuously improve graduate employability outcomes, such as practical competencies, skills development, and job readiness.

The purpose of this research is to analyze the economic self-management strategies used by students of the Faculty of Business Sciences of the Technical University of Machala during their academic training; Interest in this study arose from the need to understand how students face economic difficulties that arise in their training. A mixed approach was applied and a survey was used on a representative sample of 367 students, identifying the main source of income for a part of the student population, evidencing alternatives to sustain their expenses and reduce their economic dependence. The most used strategies were observed when they go through difficult situations and if the income is sufficient to cover their expenses, reflecting the existence of limitations and conditioning the way of organizing their resources and decision making. Likewise, it was identified that students usually perceive an impact. in their academic performance. The results allowed us to understand the economic dynamics experienced by university students and provide information for the design of institutional strategies that contribute to strengthening permanence, well-being and academic success.

Improving educational quality requires human resource (HR) management that supports teachers’ continuous professional development and adaptation to global demands. This study aims to describe the management of educational HR transformation toward global quality at SMP Muhammadiyah 15 Surabaya and identify its supporting and inhibiting factors. A qualitative approach was employed, with data collected through non-participant observation, interviews, and documentation. Informants were selected through purposive sampling and included the vice principal, the vice principal for curriculum, two teachers, and two students. Data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings indicate that HR transformation is managed through planning, organizing, implementation, supervision, and evaluation. Development programs include internal and external training, a teacher learning community, weekly learning reflection, monthly coaching, and academic supervision. Supporting factors include a collaborative culture, regular professional guidance, and school support. Inhibiting factors comprise limited time, insufficient openness in reflection, short coaching sessions, delayed follow-up, and some teachers’ extrinsic motivation. These findings provide contextual insights into school-level HR management but do not establish program effectiveness in improving student learning outcomes or achieving global quality standards. ABSTRAK Peningkatan mutu pendidikan membutuhkan manajemen sumber daya manusia (SDM) yang mampu mengembangkan kompetensi guru secara berkelanjutan dan adaptif terhadap tuntutan global. Penelitian ini bertujuan mendeskripsikan manajemen transformasi SDM pendidikan menuju mutu global di SMP Muhammadiyah 15 Surabaya serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi non-partisipan, wawancara, dan dokumentasi. Informan dipilih secara purposive, meliputi wakil kepala sekolah, wakil kepala sekolah bidang kurikulum, dua guru, dan dua peserta didik. Data dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa transformasi SDM dikelola melalui perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi. Program pengembangan mencakup pelatihan internal dan eksternal, komunitas belajar, learning reflection mingguan, coaching bulanan, dan supervisi akademik. Faktor pendukung meliputi budaya kolaborasi, pembinaan rutin, serta dukungan sekolah, sedangkan hambatannya mencakup keterbatasan waktu, keterbukaan refleksi, durasi coaching, keterlambatan tindak lanjut, dan motivasi ekstrinsik sebagian guru. Temuan ini bersifat kontekstual dan belum membuktikan efektivitas program terhadap hasil belajar atau pencapaian standar mutu global.