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To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.

The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.

During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.

The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

The purpose of this study is to examine the underexplored link between entrepreneurship education (EE) and graduate employability in the higher education (HE) sector in the United Kingdom (UK).

The study draws on a thematic content analysis of semi-structured interviews with 45 professionals in UK HE, representing the “supply” side of EE.

The findings demonstrate a unidirectional link between EE and employability outcomes. This link is affected by societal, stakeholder-related, and teaching and learning-related factors.

Although the value of universities’ initiatives connecting EE and employability for economic development is emphasized, the study does not provide direct empirical evidence for this effect. Macroeconomic research is needed.

EE and employability would benefit from knowledge exchange between universities’ stakeholders and a broader understanding of what constitutes a valuable graduate outcome.

The study reveals the benefits of EE on a micro level. Participation in EE supports the connection between individual investments in HE and employability.

Based on human capital theory, many policymakers regard EE as a vehicle through which the relationship between investments in HE and career success on a micro level and economic growth on a macro level can be nurtured. Challenging this logic, the study highlights the potential of institutional theory to explain a contextualization of the link between EE and employability on a national level.

This study explores practitioners’ perspectives on the perceived gap between university and practice beyond the hard and soft skill paradigm. Utilising Tomlinson’s graduate capital model of employability (2017), we explored human, social, cultural, and psychological capitals to enrich the understanding of this issue and employability. It provided a new perspective, useful for implementing curriculum renewal.

This study utilised a two-stage mixed methods design. Using Tomlinson’s (2017) Graduate capital model as a framework, the first stage involved distributing an online survey to qualified architects in hiring positions practising in Australia. This served as the foundation for generating qualitative and quantitative data. The second stage involved a two-hour practitioner workshop where the survey results were discussed and expanded upon.

Our results found that the practitioner’s perspective on the perceived skills gap is more complex than the hard/soft skill paradigm commonly discussed. Practitioners expressed a need for students/graduates to possess identity and cultural capital to contextualise industry norms and expectations. This knowledge lets students know where and how hard/soft skills are used. Our results also suggest practitioners are concerned with the prevailing individualistic approach to the higher education system and traditional architectural teaching methods, instead suggesting a more industry-aligned collaborative disposition.

By expanding the employability discourse beyond hard/soft skills, the results of this research provide an opportunity for architectural curriculum renewal in line with industry expectations.

The current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation tools. This study also identifies the gaps in the existing literature that still need to be filled and maps the course for future investigation.

The current study examined research papers on employability skills among work-ready professionals in higher education to evaluate global patterns and the top authors, institutions, journals, and nations contributing to this field. The authors analysed eight hundred eighty-five papers from the Scopus database between 1982 and 2023 for the study. Open-source bibliometric tools like Biblioshiny were used in the study to examine the body of literature and to spot new directions for future research.

The study’s findings indicate that since 2008, researchers, academics, and policymakers have paid more attention to employability skills among work-ready professionals, and 2019 is the year seeing the highest no. of publications. Across the globe, 2077 authors contributed to the articles, papers, and journals published in the particular domain. Regarding location, the United Kingdom is the world’s most productive nation, with 342 articles produced. Similarly, Australia, India, and Malaysia are the leading nations that have contributed to the field. Both keywords significantly contribute to scientific knowledge.

The gaps in this study will serve as a reference point for researchers conducting future studies in this field. Additionally, the result of this analysis offers a roadmap for higher education to enhance graduate employability by embedding necessary skills into them.

There has not been a bibliometric analysis concerning employability skills among Work-ready professionals in the existing literature; hence, this article is innovative. This study is the first attempt at integrating the concept. The study also gives an overview of potential directions for future research in this discipline.

Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey.

The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning.

For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge.

Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

The purpose of this study is to determine the competency characteristics required for the employment of master’s degree students in educational technology.

A combined qualitative and quantitative method was used to consult multiple experts through a modified Delphi method. Competency characteristics were extracted from Chinese recruitment apps, national recruitment websites and university training programs. Ten senior teacher experts who teach educational technology master’s students were consulted through a questionnaire consultation to validate the proposed competency model. The weights of competency characteristics were determined through a combination of the analytic hierarchy process and entropy method.

The results show that when recruiting educational technology master’s students, more emphasis is placed on operational skills. The majority of companies tend to assess practical abilities rather than theoretical knowledge. Relevant knowledge of educational technology, psychology, computer science and education is considered to be the basic knowledge components of educational technology master’s students, while professional skills are the core skills required for their positions. Therefore, universities need to focus on training, educational technology graduate students in these areas of competence. The study also found that professional qualities (such as physical and mental fitness) and personality traits (interpersonal communication and interaction) receive more attention from companies and are essential competencies for educational technology master’s students.

A competence model for educational technology master’s students is proposed, which includes aspects such as knowledge, personal skills/abilities, professional qualities and personality traits. The competence elements included in this model can serve as reference indicators for universities to cultivate the competence of educational technology master’s students, as well as reference points for recruiting units to help them select talents. This represents a new dimension in research related to the employment of educational technology master’s students. The study enriches the research objects and competence dictionary in the field of competence research.

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study aims to articulate perspectives to guide the next phase of strengthening and growth.

Working from theoretical and empirical research conducted in China, including scholarship on workforce ecosystems, education design and the student experience, this study contributes a framework with qualitative insights which clarify the goals and experiences of doctoral education in ways that will render it more relevant, effective and contributing.

The paper identifies areas for doctoral reform to ensure career readiness, including three distinctive outcomes and four indispensable experiences.

This study advances a doctoral design framework which can render transparent the substance of programs and prompt program coordinators to develop and ensure career relevance.

This paper aims to identify the factors that influence students' mental health, particularly in the context of MBA students passing through an emotional phase of the placement season.

A conceptual model through literature has been proposed. To test the proposed model of this study, a survey was conducted among the students of three MBA institutes of national reputation in India. The study's hypotheses were investigated using partial least squares-structural equations modeling and analysis of variance. To corroborate the findings of the survey data, a qualitative study in the form of open-ended interviews with five students was conducted.

The study revealed that female students, non-engineering graduates and students from non-family business backgrounds undergo stress, anxiety and depression higher than their classmates. Cumulative grade point average and bank loans do not significantly affect students' stress, anxiety and depression during the placement season. It was found that the increase in the levels of mindfulness scores led to a significant negative impact on stress, anxiety and depression among the students.

There is a gap in the literature that addresses the mental health of MBA students during campus job placements and the role of mindfulness in mitigating stress, anxiety and depression in these students. This research attempts to fill these research gaps.

The purpose of this study is to investigate the influence of varying concentrations of nano-SiO₂ particle doping on the structure and properties of the micro-arc oxidation (MAO) coating of 7075 aluminum alloy. This research aims to provide novel insights and methodologies for the surface treatment and protection of 7075 aluminum alloy.

The surface morphology of the MAO coating was characterized using scanning electron microscope. Energy spectrometer was used to characterize the elemental content and distribution on the surface and cross section of the MAO coating. The phase composition of the MAO coating was characterized using X-ray diffractometer. The corrosion resistance of the MAO coating was characterized using an electrochemical workstation.

The results showed that when the addition of nano-SiO₂ particles is 3 g/L, the corrosion resistance is optimal.

This study investigated the influence of different concentrations of nano-SiO₂ particles on the structure and properties of the MAO coating of 7075 aluminum alloy.