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This paper seeks to offer an alternative critique to graduated response, a warning and sanction mechanism aimed at fighting online piracy.

This paper reflects on and frames graduated response in terms of theories on surveillance society and code. In particular, it analyses the graduated response debate in the European Union and the current initiatives in France and the UK.

The paper argues that graduated response portrays rights holders as being in a state of emergency, is a form of social sorting, and has a technological bias.

This paper contends that many objections raised to graduated response have been reduced to issues concerning the procedure rather than the principle, and that important societal questions concerning graduated response remain un(der)explored.

Purpose – In this chapter, I explore the graduated response approach to combatting online piracy, and examine the different ways in which this approach has been implemented in the United States and around the world.

Design/methodology/approach – I discuss the legal, political, and industrial origins and current state of the graduated response programs in each country.

Findings – Overall, the most successfully launched graduated response programs have been the ones where a single entity is overseeing the program implementation, and the code of conduct has been well articulated.

Originality/value of chapter – Few scholars have examined the processes leading up to the implementation of graduated response programs and the mechanics of how they work in practice. This chapter does this by looking, chronologically, at the developments in each country as well as the choreography of its notice process.

The purpose of this work is to provide an overview of the current debate over copyright piracy and its control in Western countries, especially the use of graduated response laws in countries like the UK, and provide some thoughts and lessons on better responses that may be adopted in countries like India where evidence suggests the market in broadband access is rapidly developing, with associated piracy implications.

The work provides an overview of the current legal issues surrounding copyright piracy, and the most recent response of graduated response laws, together with the flaws in such responses. The author suggests through a coordinated strategy comprising four elements which will increase the success of on‐line businesses involving copyright works (particularly film and music) in attracting people who may traditionally turn to piracy.

Substantial losses as high as 40 per cent of revenues are reported by some copyright industries due to on‐line piracy. The legal responses so far have proved to be largely ineffective due to problems the author identifies. Further, the latest legal responses such as graduated response will also fail for reasons the author elaborates. It is argued that it is time to take a different more pragmatic and coordinated approach to on‐line piracy.

If the suggested copyright exploitation strategy is adopted and successful, legitimate copyright businesses may start to take market share from piracy and considerably increase their revenues.

The authors model with four interdependent pillars or legs postulates that a successful on‐line copyright business must have a fully coordinated, realistic and pragmatic approach to maximising revenues and minimising losses, as it is clear that legal regulation per se appears to be inadequate to this task.

This paper aims to investigate the competency requirements of property development (PD) graduates at the University of KwaZulu-Natal (UKZN) as an approach to fulfil the qualifications of the construction industry in South Africa (SA).

To achieve the above-mentioned aim, a research methodology is designed to accomplish three objectives. First, literature review is used to investigate the structure of the (PD) programme at (UKZN), National Qualifications Framework (NQF) and construction management (CM) education. Second, survey questionnaires are used to investigate the relevancy of the (PD) programme at (UKZN) towards meeting the (NQF) unit standards and the South African construction industry (SACI) requirements. Finally, summarising the conclusions and recommendations useful for future improvement of (PD/CM) education in SA. Collected data are analysed using the measure of central tendency and dispersion as well as Relative Importance Index (RII).

Although the research revealed that the (PD) programme succeeded in graduating students who are adequately equipped to meet the expectations of the (SACI), a number of key areas and issues have been highlighted to enhance the (PD/CM) education in (SA) generally and (UKZN) in particular. Addressing these issues will increase the competency of (PD) graduates to meet the expectations of an ever-changing construction industry.

This paper identifies the competency requirements of (PD) graduates at the KwaZulu-Natal region, a topic that received scant attention in construction literature and has not been previously undertaken in UKZN.

Responding to increasing external pressure, universities are developing new strategies to illustrate the impact of their degrees on graduate employability. This paper investigates how alumni regard the development of their professional networks during their tertiary education in relation to employability and the associated pedagogical implications.

A qualitative approach using semi-structured interviews with 18 business and arts alumni from a regional university.

The findings reveal the importance of developing a professional network by cultivating social capital while at university. Alumni identify all forms of work-integrated learning (WIL), connectedness through social media, the role of university staff and volunteering as concrete ways to develop a professional network and enhance employability.

This paper has pedagogical implications to develop graduate employability and WIL. Universities should draw from alumni networks to help develop students' bridging capital through industry-facing WIL projects. Educators should design assessment tasks in which students develop contacts and networking capabilities with alumni and other professionals using various platforms (e.g. social media). In addition, educators should promote the benefits of voluntary work and invite alumni and other industry stakeholders to co-design and co-teach areas of curriculum.

Drawing from the experiences of alumni re-routes the channel of communication from institutions expressing the importance of professional networks in relation to employability, to credible industry alumni confirming this importance. Few previous studies have taken this “outside-in approach” to emphasise and validate the importance of developing professional networks in relation to employability, particularly at regional universities.

The role of women in the architecture and design industry is aligned with Saudi Arabia’s Vision 2030, which aims to increase the participation of women in the Saudi construction sector. Saudi female graduates from architectural and design schools are currently working in most of the mega projects underway in Riyadh; however, they face certain challenges at the beginning of their working lives due to the gap between the skills acquired during an architectural and design education and those needed for employability.

This study evaluates the employability skills of Saudi female cooperative education (COOP) students and graduates from architectural schools in Riyadh. A quantitative approach is taken, and two questionnaires are administered: one for female COOP students and graduates from the college of architecture and design in one of the private universities in Riyadh and the other for employers from different architectural firms and governmental organizations in Riyadh. Descriptive and inferential statistics were used to analyze the research data.

The research findings suggest that practical experiences and on-site observation activities should be provided, and sustainability solutions and applications should be incorporated into the curriculum to bring architecture education closer to the architectural profession and highlight the role of universities in supporting graduates' skills development.

It is worth mentioning that the results of this study were based on the survey distributed to architecture and interior female students in a private university in Saudi Arabia. The number of students surveyed in this study is not large enough to generalize the survey results to the entire population of architecture and interior design students in the kingdom and in the world. The study will be extended to include more participants from male and female students in other universities in Saudi Arabia to investigate the gaps in employability skills in the field of architecture and interior design in the Kingdom.

The study has practical and policy implications for further development and upcoming challenges as the labor market seems to improve and innovate every day. The study suggests providing practical experiences and onsite observation activities and incorporating sustainability solutions and applications into the curriculum.

The originality of this study is that it focuses on the importance of some employability skills, such as research and budgeting aspects, Sustainability solutions and applications for students that have not been mentioned in the previous studies.

The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses.

The paper employed a mixed method design.

Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals.

SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status.

Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program.

With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need.

This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.

This paper aims to seek accounting graduates' perspectives on the demand for accounting in their workplaces, on the gaps in accounting education (AE), and on the future of the accounting profession, inspired by the new definition of accounting proposed by Carnegie et al. (2021, 2022, 2023a), to adopt a strong focus on sustainable development goals (SDGs) in AE to inculcate tertiary students with the skills that lead them to approach and apply accounting as a multidimensional technical, social and moral (TSM) practice.

The online qualitative survey was distributed to 100 randomly selected New Zealand accounting graduates in order to gather insights from their workplaces. All responses from the 30 graduates who completed the questionnaire underwent qualitative analysis using Leximancer software, which automatically identifies high-level concepts and insights and offers interactive visualizations without bias.

The graduates’ experiences underscore the ongoing significance of technical skills in the New Zealand workplace. They emphasized the lack of non-technical skills training, stressed the necessity of diverse business knowledge and highlighted the importance of automation and digital skills.

The implications for transforming AE involve adopting an activist approach to integrate a TSM perspective into teaching and learning and being open to an interdisciplinary approach to expose tertiary students to the impact of accounting on sustainable development, including collaboration with professional bodies for real-world experiences.

The importance of engaging with SDG-related narratives is stressed to stimulate further discussion, debate and research aimed at identifying practical solutions for AE as a facilitator for SDGs in realizing accounting as a TSM practice.

Debates about the role of liberal arts education in finding employment highlight both its benefits and the challenges of finding work after graduation – debates that are now well-documented and outlined in this paper. Adding to these debates, the purpose of this paper is to bring in the voices of recent graduates from social sciences and humanities programs who have firsthand and recent experience as they enter the professional job market. Their experiences guide our understanding of the nature of liberal arts programs and shed light on areas of improvement in line with improved career paths and employment outcomes.

The methodology involved a quantitative data study using an online survey completed by 1,901 graduates.

A survey completed by 1,901 graduates of IDS programs in Canada provided rich data about the challenges and opportunities of their education in relation to professional employment. Additional follow-up qualitative data provided by survey participants was also analyzed.

From these findings, several implications for curriculum design are highlighted to strengthen (not replace or alter) existing program offerings. Implications for curriculum design: The quantitative data and narrative responses from the survey of IDS graduates on their career paths highlight several important considerations for IDS and other liberal arts programs that are grappling with questions about whether and how to redesign curricula to better address concerns about the employability of students.

The central lesson from this research is that the perspectives of university graduates can provide valuable insights for debates about the roles of universities and the design of university curricula. While the voices of university administrators, professors, politicians, industry leaders and media pundits are all prominent in these debates, the perspectives of graduates are often left out, despite their firsthand experience in making the transition from campus to career.

This research project offers one model that other fields of study could follow to learn more from their graduates about the competencies and skills which they most value in navigating complex career paths and overcoming barriers to professional employment.

Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work.

A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders.

The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations.

The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study.

The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature.