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This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an accelerated-cohort masters of accountancy (MA) program from 2002 through 2009. We confirm findings of prior studies that graduate accounting student performance increases in GMAT scores and undergraduate GPAs; however, undergraduate GPA is significant only for U.S. students. International student performance is overwhelmingly explained by language ability, as measured by GMAT verbal and analytical writing scores. When performance is defined as job placement with a public accounting firm after graduation, we find no significant association between performance and either GMAT scores or undergraduate GPA. Additionally, the factors that are significantly associated with obtaining a job in public accounting differ for U.S. and international students. These findings may have implications for admission decisions and curriculum design of U.S. graduate accounting programs.

Undergraduate information commons have become pervasive in the academic library landscape. In recent years, librarians and administrators have come to identify the need for comparable commons’ spaces and services for graduate students. This chapter serves as a review of recently developed models of graduate commons—in this discussion referred to as Scholars’ Commons—as defined by an integration of physical learning spaces, personnel, and a dynamic availability of research support services that support assist graduate students throughout their academic life cycle. These provisions serve as the foundation for the development of enhanced library-supported graduate student success.

Still a rare commodity, existing models from selected institutional web sites were examined using a framework for analysis consisting of several criteria: new use of space; segmented services; partnerships; and new organizational structures. Through a synthesis of the commonalities prevalent in these systems, this chapter aims to provide recommendations for prospective Scholars’ Commons models and proposals for their development. Library organizations contemplating the development of a Scholars’ Commons need to consider the needs of their target population, potential new or reallocated spaces, feasibility of providing support and research technologies, and possible staffing models. As well, the authors consider the importance of library-based graduate student support that bolsters cross-divisional collaborative partnerships across the academy.

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence).

The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview.

Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students.

The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.

This scoping review aims to survey literature that covers employability preparation and labor market outcomes for graduates from transnational higher education institutions.

This scoping literature review uses career ecosystems as a theoretical framework and the context-input-process-outcomes model as a conceptual framework.

This scoping review confirms a limited research base of approximately 50 sources that primarily use qualitative methods and socio-economic theories to center the student voice and focus on international branch campuses in the Middle East and Asia. Notably, there is a lack of focus on staff experiences regarding the process of preparing students for employment. The review also demonstrates the need for more research on career processes and outcomes in transnational higher education.

This scoping review is relevant to higher education institutions seeking to meet the challenges of preparing graduates for more than one national labor market. It has implications for universities' ability to attract students, develop relevant labor market preparation programming and understand whether the institution is addressing local employment needs. For researchers, it offers insight and impetus into the area of inquiry regarding transnational education, graduate labor market outcomes and employability.

Practical implications are drawn for students, parents, policymakers and transnational and non-transnational higher education institutions, as well as those who are engaged in providing international education and career advice.

This review offers insight into developing labor market-relevant TNE programming, which may be helpful both for host and home country transnational education stakeholders interested in impact.

This is one of the first reviews to systematically address literature about employability preparation and labor market outcomes for graduates from transnational higher education institutions; in using career ecosystems theory, this review offers a bridge between international higher education and career studies.

To gather insight into how graduating business students are preparing for the workplace and their future careers and how this has been impacted by COVID-19.

In total, 144 business students at an Australian university who had recently completed an internship and were nearing graduation took part in the study. Group A was surveyed before COVID-19 had emerged and Group B undertook their internships during a COVID-19 lockdown when the related economic downturn had become apparent. The responses were analysed using career construction theory (CCT).

This study concludes that graduating students do not generally place greater emphasis on career planning in times of economic downturn. However, they do devote more effort to job search and networking activities. They also display more career decisiveness and are less willing to seek out information about potential careers or their suitability for them. Their confidence in embarking on a career was not impacted.

This enables us to form a more complete picture of how graduating students perceive their work-readiness and the action they feel is important in order to improve their employability.

This has implications for career practitioners and employers of graduates as it adds to the knowledge of employability and the decision-making process in times of economic crisis and is particularly important for the tertiary education sector as it seeks to better target initiatives to aid employability in graduates.

The results increase the understanding of the impact of COVID-19 on early career development and argue that early-career decision-making is a specific area requiring investigation.

The USA’s higher education leaders and professional organizations have called for increased professional development programming at graduate colleges to better prepare US graduate students for their future careers. This study aims to investigate the demographic characteristics of graduate students participating in co-curricular professional development (PD) and sociocultural development (SD) programming at a graduate college at a large, selective and research-intensive public university in the Midwestern USA.

Using institutional data from six semesters, the authors examined the characteristics of students that attended the graduate college’s programs at one university. The authors analyzed which students were most likely to attend PD and SD programs using multinomial logistic regression models.

Female students, students from US historically marginalized racial groups, and US Pell Grant recipients (low-income students) were found to have a higher likelihood of attending both PD and SD programs at the centralized graduate college.

The findings will be of interest to graduate deans and educators who support graduate students. Further evaluative research on the usefulness of such programs at other institutions would help graduate colleges better understand the role they play in meeting graduate students’ needs.

The findings contribute to the understanding of the important role of the US graduate college in the development of graduate students. To the best of the authors’ knowledge, it is the first study to evaluate the backgrounds of graduate students who pursue co-curricular PD and SD opportunities.

Following approaches consistent with the qualitative research tradition, attempts to capture the essence of the full‐time graduate student experience. Using the constant comparative method, analyzes several sources of data to arrive at a grounded theoretical model of the graduate student experience. Findings suggest that stress is at the core of the graduate student experience and is amplified by conflicting demands and internal conflict unique to this type of student. Additionally, international graduate students appear to face some tremendous obstacles that span both their personal and professional lives. Also identified are several of the tactics and mechanisms that students adopt to reduce hardship as they proceed through their respective programs. Finally, implications for current administrative practice and future research are discussed.

This paper aims to examine the creation of a workshop series designed to help graduate students obtain the needed library research skills.

Using feedback from graduate students, a library user education series of workshops was developed and later revised. Significant effort was made to apply effective marketing strategies to enhance the programs' success.

Graduate students are eager for workshops that are focused on developing the needed library research skills.

When developing a workshop series, feedback from the intended audience enriches the program. Furthermore, repeated fine‐tuning of content and publicity improves the final product.

This paper describes an innovative approach to develop and implement a graduate‐focused library instruction workshop series. The creative use of marketing strategies to incorporate ongoing user feedback and advertise the availability of sessions can significantly enhance the efficacy of a workshop series.

The purpose of this paper, systematic literature review, is twofold: to identify the factors influencing graduate job choice and to propose a theoretical model that can be useful for future research.

Thematic analysis of the literature available till June 2020 has been reviewed using electronic databases such as ABI/INFORM Complete, EBSCO, Emerald Insight, ProQuest, SAGE Journals, Science Direct (Elsevier), Scopus, Springer Link, Taylor and Francis Online, Wiley Online Library.

Out of more than 5,000 studies, 14 studies were found addressing the issue of career choice among graduating students. The thematic analysis result explored five themes such as internal factors, external factors, interpersonal factors, institutional factors and socio-demographic factors that can be considered critical for graduates’ career choice decision. Details of the subthemes are also identified.

Implications for practitioners have been suggested from the internal factors, external factors, interpersonal factors, institutional factors and socio-demographic factors’ perspectives. The study result can be useful for conducting future research using quantitative data on graduate job choice.

This is the first attempt to present a comprehensive picture of past studies on graduate job choice and exploring the factors influencing graduate job choice.