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Students are drawn to doctorates for both the intellectual journey and the aspirational destination. However, many contemporary doctoral students and graduates are feeling like battlers, in that victory does not assure a career. In this context, the weapons of choice are a clear vision, identity, and strategic choices. The aim of this chapter is to inform students, their supervisors, and university executive leaders how to achieve heightened graduate employability. As such, it has been written for four audiences: (1) PhD students, who want academic careers, and (2) those who want careers beyond universities; (3) PhD supervisors; and (4) university executive leaders. The key takeaways are practical recommendations for each of these four groups. The content is informed by an Australian national research study into postgraduate student experience, which included 319 postgraduate students as research participants. The first chapter author was one of two principal researchers leading the study, and the second chapter author was the project manager and researcher. The authors have added their reflections and personal experiences as supervisor and PhD student respectively.

To discuss the regulation of professional wrestling in the USA in order to explore how the business of professional wrestling is regulated and deregulated.

Using desk-based research, the regulation and deregulation of professional wrestling will be explored.

The regulation of professional wrestling in the USA is inconsistent. The extent of regulation and deregulation of professional wrestling is dependent on the state in which the event takes place. Whether regulated or deregulated, professional wrestling is a painful, risky and injurious business wherein the economic health and well-being of the World Wrestling Entertainment (WWE) corporation, and the location in which events take place, take precedence over the health and well-being of working sports participants.

The research is limited to sports participants working in the dominant, visible and therefore arguably most accountable professional wrestling corporation in the USA. Implication of the research is that a more in-depth investigation into the utility of regulation is needed. Additionally, it raises concerns regarding the potential hidden work-related premature deaths, harms and injuries in other promotions in the USA and beyond.

The concept of modularity has gained considerable traction in technology studies as a way to conceive, describe, and innovate complex systems, such as product design or organizational structures. In the recent literature, technological modularity has often been intertwined with business model innovation, and scholarship has started investigating how modularity in technology affects changes in business models, both at the cognitive and activity system levels. Yet we still lack a theoretical definition of what modularity is in the business model domain. Business model innovation also encompasses different possibilities of modelling businesses, which are not clearly understood nor classified. We ask when, how, and if modularity theory can be extended to business models in order to enable effective and efficient modelling. We distinguish theoretically between modularity for technology and for business models, and investigate the key processes of modularization and manipulation. We introduce the basic operations of business modelling via modular operators adapted from the technological modularity domain, using iconic examples to develop an analogical reasoning between modularity in technology and in business models. Finally, we discuss opportunities for using modularity theory to foster the understanding of business models and modelling, and develop a challenging research agenda for future investigations.

In this chapter, the authors assert that traditional advanced degree programs underserve young scientists, and train them primarily for a career in academia pursuing basic research. Data drawn from the Scientists and Engineers Statistical Data System (SESTAT) from 1996 to 2006 show that only one fourth of all scientists are engaged in basic academic research. The majority of young scientists pursue alternative career paths in applied and in industrial research settings. Several such career options are highlighted, and the conclusion is drawn that graduate education should be broadened to provide students with complementary business and entrepreneurship knowledge, skills and attitudes required for success in each option. Four examples of innovative programs that address this need at the University of Illinois are discussed, including a Certificate in Entrepreneurship and Management (CEM) for Life Scientists, a Certificate in Business Administration (CIB) for Nonbusiness Majors, the Illinois Professional Science Master's (PSM), and various nondegree, experiential opportunities.