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Mobile learning generally offers delivery of blended learning or simply as tool for course enhancement in university setting. A small teacher education institution piloted a low-priced-tablet-aided instruction in its language courses via exploratory case study. Through focus groups and journal writings, students favorably reported most aspects of mobile-aided learning experiences and confirmed some challenging technical issues. Moreover, qualitative analyses on the device, learners’ engagement and course-activities revealed these five key categories: (1) tableting pros and cons; (2) making adjustments and connectivity issues; (3) moodling, googling and strategizing use; (4) trending apps and functionalities; and (5) changing views on technologies and pedagogies. Finally, lessons learned and future works on the tablet adoption, applications and strategic implementation in aid of teacher education course delivery and related disciplines are suggested.

<span lang="EN-US">This paper examines the job-seeking experiences of the 2019 Bachelor of Technology and Livelihood Education (BTLE) graduates from a teacher education university. Identifying these graduates’ employability is vital to the field of educational research, particularly in determining the impact of a higher education institution’s BTLE program. Employing quantitative research design through a survey of 50 graduates, this research revealed that great majority of them have been employed, with majority securing education-related jobs within a year after graduation, while some having chosen careers unrelated to their pre-service education. Strategies for job search and reasons for job offer acceptance vary from traditional, economic concerns, to complexities of work opportunities and requirements. They have also reported that the pre-service courseworks they undertaken have, to a great extent, relevance to the improvement of their skills in problem-solving, communication, critical thinking, human relations, knowledge/technical, leadership, research, and information technology thus making it aligned with current employment and/or self-employment demands. Apart from presenting the reasons of their employment acceptance and post-college education undertakings, this paper also outlines the challenges in securing employment. Thus, such issues forwarded by the paper, arising from academic training vis-à-vis actual industry works, are strong points for pre-service BTLE program enhancements.</span>

The paper describes the first senior high school cohort and university admission teacher training candidates in terms of their profile and program preferences which are significant to the recruitment programs, admission policy, and curricular management of a small teacher education campus in the Southern Luzon part of the Philippines. The study used survey questionnaire administered to the examinees (N=864) of the December 2017 university admission test. Predominantly, teacher training candidates are 18-year-old female students from public school senior high school (SHS) academic track with Roman Catholic faith, academic award distinctions, and propensities to writing, arts, music and sports event(s) coming from the campus town site or nearby municipalities. Generally inclined to pursue primary academic subjects as their majors, they prefer secondary teaching education programs than elementary. Nevertheless, there appears to be stronger bend to English, Mathematics, and Social Studies as primary choices for their specializations insofar as the January 2018 admission passing result is concerned. Unfortunately, only one in every 10 teacher training candidates successfully reached the admission test passing (cutoff) scores which is highly regulated by a university system for the 2018-2019 intakes. Program, policy and management implications are then critically discussed.

Knowledge is commonly regarded as the most strategic asset in any organization. Higher education institutions (HEIs) are generally considered as knowledge intensive organizations engaged in producing, promoting and sharing knowledge. Managing knowledge flows in knowledge sharing (KS) processes is vital for universities to respond to the challenges of the dynamic internal and external environments in achieving their goals. Hence, a critical review of literature in knowledge sharing is presented to provide alternative and critical lens of deeply understanding the needs and complexities of promoting and innovating knowledge sharing practices and to consider for future studies.