University of Phoenix College of Doctoral Studies announced a new white paper, “Autonomy and Competitive Edge: Mentorship as a Solution,” by Louise Underdahl, Ph.D., doctoral instructor and a research fellow with the University’s Center for Educational and Instructional Technology Research (CEITR), exploring how structured mentoring programs can help organizations address a growing crisis of worker autonomy, reduce burnout and improve retention.  

A study of 5,840 older adult migrants in China’s mainland revealed that only 19.9% had received education for self-help in public emergencies. Participation was lower among those aged over 75, long-term migrants, rural residents, individuals with lower education levels, those migrating for family or social reasons, and people without established health records. Researchers stress the need for targeted education strategies, such as online platforms and tailored community programs, to improve preparedness in this vulnerable group.

A new University of Phoenix survey conducted by The Harris Poll finds that while 90% of U.S. workers are actively learning or developing new skills on the job, many don’t realize those experiences may translate into college credit. While 45% of employed Americans do not believe work experience can count towards a degree, among workers without a college degree, nearly 3 in 5 (57%) don’t know that work experience could count toward a degree. Evaluating prior learning — sometimes called credit for prior learning (CPL) or prior learning assessment (PLA) — allows eligible, college-level knowledge gained through work, training, military service and other avenues to be assessed for potential credit toward a degree or certificate.