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Examines the differences between graduates and non‐graduates from the viewpoint of managerial potential and in the light of the question, “Can graduate calibre people be equipped with the same skills by a limited period of training, without university experience?” Reviews the case of a professional self‐management programme, common to graduates and non‐graduates, which concentrates on the graduate skills of debating, thinking, analysis, research and resource investigation skills, and confidence. Concludes that each group is a mirror image of the other and each can learn greatly from the other.

To discuss employability and skills requirements for graduates from a graduate recruiter's point of view.

To look at key graduate recruitment organisations and explain what skills programmes are available to graduates. Also looks at continued development and what employers may be able to do in the future to improve skills?

There are transferable skills that employers like to see in a graduate and these can vary according to type of role; also, in general, graduates are keen to develop their skills further. There are organisations to help graduates improve these employability skills like Graduate Advantage and higher education institutions.

Of value to employers looking to recruit graduates, who need to be aware of what types of programmes are available to graduates. It is valuable to graduates, who need to look at their own skills and improve their employability.

Presents the results of qualitative research conducted in six British companies during 1991‐92; all of which are major employers of science and engineering graduates. Draws on experiences of managers of graduate recruits and presents material taken from interviews by way of illustration of the points made. Discusses the aspirations of graduate recruits to industry and the problems they encounter, working in a different environment; the requirements of training and development programmes; the need to match company and individual needs; and the necessity of nurturing graduates for the first four or five years to avoid “poaching” by other companies. Offers a number of recommendations for the effective management, training and development of graduate entrants, so as to ensure their successful transition from an academic to a work environment, and to retain graduate entrants, as a long‐term investment.

Describes career‐related experiences of over 1,000 graduates in the first few years of their careers in eight organizations, along with the perceptions of their bosses. Long‐term career prospects were an important factor in graduates′ decisions to join their organization, but the degree of importance varied substantially between organizations. Subsequent to joining, most graduates experienced low Career Clarity: that is, they found it difficult to identify short‐term and long‐term career possibilities in their organization. This eroded their organizational commitment. Graduates perceived a moderate amount of support from organizational systems for their career development, but also considerable barriers which they could not control. Their bosses had significantly more positive views of graduate career opportunities in the organization than the graduates. A case study of one organization illustrates some issues in managing graduate careers.

To encourage employers to challenge their current views on graduate recruitment and look at innovative ways of securing a return on investment in recruitment and training.

The paper critically reviews current models of graduate recruitment and development. It uses external research and the personal experience of the author to identify problems with current models and to suggest future improvements.

The paper finds that there are strong grounds for challenging employers’ investment in graduate‐training schemes, but that the schemes do have an important role to play for many organisations.

A series of suggestions is made which the author believes would lead to significant improvements in corporate return on investment in graduate schemes.

The concept of looking at graduate recruitment in the context of the business and talent needs of the employing organisation. This paper will be of value to HR professionals and other senior managers who currently have a graduate recruitment and development scheme or who are thinking of introducing one.

This study focuses on the question of how well young university graduates succeed – despite their family obligations – by exploiting in the labour market the potential they have gained through their education. The findings are based on a survey of university graduates throughout Switzerland and present a positive picture. Natural science and engineering graduates are the only ones for whom participation in childcare makes the transition to working life more difficult. Otherwise, starting a family and involvement in childcare generally do not represent an obstacle to participating in employment and finding a position with high requirements. However, it is relatively rare for recent graduates with children to accept trainee positions, a fact that could have a negative impact on their careers over the long term.

Reliable, specific, comprehensive and frank data about the fate of PR graduates is hard to find. The problem is compounded by the CAM professional qualifications, since CAM people are often lumped together with ‘academic’ PR graduates in research into careers. The problem is further compounded by media studies, which overlap, and often encompass, PR studies. The PRCA has obtained data from members which show an apparent reticence to provide the actual number of ‘pure’ PR graduates employed. The sparse data gathered to date do suggest that media and communications graduates are more successful in being employed than are ‘pure’ PR graduates. It is difficult to define what a pure PR degree is since, very often, despite the degree title, only a small component covers pure PR training. Many consultancies employ on an ad hoc basis, and few PR graduates are likely to be ready to take on immediate responsibility, unless they have had a fulfilling sandwich year. Moreover, there is stiff competition from graduates of cognate disciplines such as history, English and philosophy, who can be adept in communicating clearly and succinctly, especially on paper, unlike some PR graduates. Even this initial research, thanks to the PRCA's responding with alacrity to this author's request, shows that far more needs to be done, especially regarding the numbers of pure PR graduates employed. Some educational institutions are responsible for this studiedly lackadaisical lack of precision, preferring to hype all the way to the bank. The question arises as to whether comprehensive research already exists, but is too embarrassing to be shown the light of day.

The purpose of this article is to explore to what extent there are variations in the development of graduates once in employment; to what extent these variations can be explained by differences in the higher education systems; and what the current moves towards greater harmonisation between these systems might mean for graduates' continuing professional development in employment.

Data were collected from the graduating cohort of 1999/2000 across 11 European countries, five years after graduation. The views of higher education providers and employers on graduates in the knowledge society were investigated in a smaller sub‐set of countries.

There are differences in the incidence and length of UK graduates' initial training in employment compared to all graduates which can be explained, in part, by the traditionally looser “fit” between higher education and employment in the UK (compared to many continental European countries). Five years after graduation, UK graduates enjoy similar levels of work‐related training as their European counterparts, although there are quite large differences between employment sectors.

This article looks into what extent harmonisation of higher education programmes (arising from the Bologna process) will affect the relationship between higher education and employment, and in particular the role played by higher education and by employers in graduates' initial professional formation and continuing development; it will be of interest to those in that field.

Describes and compares the objectives and content of the graduate training programme conducted in Japan by a Japanese retailer and by its Hong Kong subsidiary. The case company uses different approaches to train the Japanese graduate trainees in Japan and the local graduate trainees in the Hong Kong subsidiary. Like the Japanese female graduate trainees, the local graduate trainees are not expected to work for the company on a long‐term basis; are regarded as peripheral employees; and are not expected to be the primary contributory element for organizational learning within the company. Notes various negative factors related to the training provided at the Hong Kong subsidiary, citing factors such as the fact that it is aimed at meeting short‐term needs rather than long‐term development.

The dramatic increase in enrolments in UK universities since the 1980s, together with the changes taking place in the workplace, mean that the traditional recruiters of graduates are not able to absorb all the numbers. Looks at the opportunities provided by small‐ and medium‐sized enterprises (SMEs). Considers the skills that graduates will need to work in SMEs and highlights examples of initiatives which enable graduates to overcome various barriers to an easier transition. Provides case studies of a number of strategies in practice.