Re-entry Adjustment and Job Embeddedness: The Mediating Role of Professional Identity in Indonesian Returnees

Understanding global mobility of dietetic talents: a survey study of overseas-educated dietetic returnees in China

BACKGROUND

Although international mobility of medical personnel has gained scholarly attention, there has been limited empirical research on overseas-educated dietetic professionals. China has experienced a notable return of highly skilled professionals. This study aims to explore the experiences of Chinese overseas-educated dietetic returnees, focusing on their practice areas, job satisfaction, motivations for returning, post-return challenges, and career development strategies.

METHODS

A web-based survey, conducted from July to December 2022, targeted dietetic returnees with degree(s) from institutions outside mainland China. Participants were recruited from professional group chats on a social media platform. Job satisfaction was assessed using a 7-item scale, with responses ranging from 0 to 5 for each item. Its internal consistency was evaluated via Cronbach's alpha. Responses were analyzed using descriptive statistics, t tests, and ANOVA. A multivariate regression helps further predict job satisfaction. Thematic analysis guides the analysis of an open-ended question.

RESULTS

Participants (N = 138) were mainly female (86.2%), had a master's degree (79.0%), and had studied in the United States (37.7%). Clinical roles dominated post-return employment, but returnees also pursued biomedicine, biotechnology, and media. The mean job satisfaction score of 3.39 indicated moderate satisfaction. Job satisfaction varied across subgroups (e.g., older participants); however, in the multivariable regression model, only salary level remained a significant predictor. Key motivations for returning included familial ties, societal connections, and a desire to contribute to home country development. Returnees identified limited domestic networking connections as a top challenge. Meanwhile, they demonstrated agency in navigating post-return career development, such as by leveraging transnational social networks. Returnees also envisioned systematic workforce changes, such as improving licensure and regulation for foreign-trained professionals.

CONCLUSION

Returnees have diverse career pathways. Post-return job satisfaction, however, was significantly predicted only by salary level, emphasizing the critical role of compensation and economic viability in sustaining careers in the dietetic field. Our findings suggest that while returnees were primarily motivated by personal and cultural factors, they faced significant re-entry challenges that warrant attention from educators and policymakers. Future research should explore the global mobility of the dietetic profession and its potential to contribute to 'brain gain' in China's healthcare sector.

International medical learners and their adjustment after returning to their countries of origin: a qualitative study

INTRODUCTION

International medical trainees, including residents and fellows, must cope with many challenges, such as differences in cultural hierarchical systems, languages, and acceptance. Nonetheless, the need for adjustment perpetuates even after training is completed abroad. When some international trainees return to their countries of origin, they continue to face adjustment challenges due to reverse culture shock. Others must make many further readjustments. This study presents an exploration of the adjustment and coping strategies of international medical learners after returning to their countries of origin upon completion of their programs.

METHOD

This study employed a qualitative approach grounded in interpretivism and utilised inductive thematic analysis following Braun and Clarke's method. Semi-structured, in-depth individual interviews were employed to explore the participants' coping strategies. Participants included international medical learners who were (1) international medical graduates who had already returned to their countries of origin, (2) non-Canadian citizens or nonpermanent residents by the start of the programs, and (3) previously enrolled in a residency or fellowship training programme at the University of Toronto, Ontario, Canada.

RESULTS

Seventeen participants were included. Three main themes and seven subthemes were created from the analysis and are represented by the Ice Skater Landing Model. According to this model, there are three main forces in coping processes upon returning home: driving, stabilising, and situational forces. The sum and interaction of these forces impact the readjustment process.

CONCLUSION

International medical learners who have trained abroad and returned to their countries of origin often struggle with readjustment. An equilibrium between the driving and stabilising forces is crucial for a smooth transition. The findings of this study can help stakeholders better understand coping processes. As healthy coping processes are related to job satisfaction and retention, efforts to support and shorten repatriation adjustment are worthwhile.

Teachers' assessment literacy improves teaching efficacy: A view from conservation of resources theory

Recent revisions to the Conservation of Resources theory have not only reclassified categories of resources, but have also acknowledged the conceptual importance of "gain spirals" and "resource caravans" in enriching the theoretical understanding of resources. Given that teachers' assessment literacy is a prominent yet underexplored personal constructive resource in teaching, this paper examines its role in teaching efficacy. In addition, personal energy resources (e.g., psychological capital and professional identity) are studied as antecedents to teaching efficacy. To this end, a survey based on the Chinese versions of the Teacher Assessment Literacy Scale, the Teaching Efficacy Scale, the Psychological Capital Scale, and the Teacher Professional Identity Scale was administered to secondary school teachers in Henan Province, China, and 351 completed, valid surveys were returned. The findings indicated that the teachers' assessment literacy and teaching efficacy were positively correlated, verifying that assessment literacy can influence teaching efficacy through the separate and chain mediation effects of psychological capital and professional identity. The identification of such mediating pathways has confirmed that resources owned by teachers can lead to gain spirals and full resource caravans, thus expanding the Conservation of Resources theory by positing that resources can be nested within one another. This study has theoretical implications for teaching efficacy research and the Conservation of Resources theory as well as practical implications regarding how to boost teachers' constructive and energy resources and professional development.

Reverse culture shock, distress symptoms and psychological well-being of fresh foreign degree holders in Pakistan

This study explored to what extent does reverse culture shock predict the level of anxiety, depression, and psychological well-being among fresh foreign degree holders in Pakistan, in addition to finding out the relationship between the study variables. Participants consisted of 124 fresh foreign degree holders (109 men and 15 women) who were recruited through purposive and snowball sampling techniques. Reverse Culture Shock Scale, Major Depression Inventory, Beck Anxiety Inventory, and WHO-5 Well-being Index were used to measure study variables. Results show that reverse culture shock is a strong predictor of psychological well-being explaining 23% variance in well-being scores of fresh foreign degree holders. As hypothesized, it has positive associations with distress symptoms including anxiety and depression, whereas, a negative correlation was found with psychological well-being and the age of fresh foreign degree holders. However, contrary to the hypothesis, reverse culture shock has no association with time passed since arrival back home and duration of stay abroad.