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The aim of this paper is to assess the motives, expectations and preparedness of postgraduate marketing students, and discuss possible implications for postgraduate marketing education in the UK.

The research uses primary data collected from postgraduate marketing students at four British universities. Factor analysis is used to evaluate the convergent validity of the survey questionnaire and Cronbach's alpha coefficient to examine the internal consistency and reliability of the variables composing the major scales.

The results indicate that postgraduate marketing education today faces a culturally diverse student body coupled with a notable lack of relevant work experience. Students are found to have relatively low perception of their preparedness for postgraduate study and high expectations for support and practical experience in marketing.

The sample used is relatively small although the high response rate achieved would help add validity to the study. Further research should examine the ways in which students draw on their prior‐learning experience to make sense of their learning process.

This study should be of interest to postgraduate marketing programme and module leaders. It suggests that a realignment of curriculum design and various support activities on the part of postgraduate marketing education providers are needed to respond to the changing body of students.

The study offers a timely measure of the motives, preparedness, and expectations of postgraduate marketing students. The findings should be of immediate and practical value to postgraduate marketing educators in the UK.

The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them.

A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software.

Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options.

Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

The purpose of this paper is to investigate employers’ attitudes towards qualities and skills for the twenty-first century of Hanoi Open University (HOU) postgraduates. More specifically, it is to find out employers’ assessment and satisfaction on five sets of skills: foundation skills, professional competencies, personal attributes, organizational skills and technical knowledge and skills.

The study used a survey questionnaire as a tool to collect data. The survey was conducted on employers of HOU postgraduates who graduated during the academic years 2015–2016 from five faculties at HOU.

The findings of the study show that employers highly appreciated HOU postgraduates in numeracy skills, ICT literacy skills and information literacy within foundation skills; critical thinking and problem solving skills, collaboration skills and conceptual skills within professional competencies; responsible, integrity and interpersonal skills within organization skills; productivity, organization and planning and time management within organizational skills; knowledge-related regulations and policies at workplace, capacity to use knowledge and skills at workplace and lifelong learning within technical knowledge and skills.

The values of the study are that the employer attitudes identified can be used to evaluate educational programs and can be used as a quality assurance measure. The study helps to indicate the gap between the expectation and the satisfaction of employers on HOU postgraduates. Thereby, suggestions can be given to HOU’s management to improve the services at the university in general and the services to postgraduate students in particular to upgrade their qualities and skills to meet social demands.

Postgraduate business education in the higher educational institutions in Japan was poorly developed, and lagged far behind not only the other advanced economies, but in some of the developing countries until the end of the 1980s. However, during the 1990s it has undergone considerable changes as part of the reform in postgraduate education in Japan. This article attempts to explain why MBA education did not develop in Japan in the first place, and then how these changes came about. It also looks at the changes in social and economic backgrounds that promoted and speeded these changes. Finally it attempts to view the future of postgraduate professional education in Japan.

The aim of this inquiry is to uncover the pattern of knowledge-sharing behaviour among the undergraduate and postgraduate students of private universities in Bangladesh.

This inquiry studied the knowledge-sharing pattern of undergraduate and graduate students by utilising a questionnaire-based open-ended survey from several private universities in Dhaka, Bangladesh. Apart from the descriptive statistics, the research used t-test to further explain the data.

This research focussed on seven areas of knowledge-sharing pattern. The data collected from 350 respondents from different private universities suggest that there are significant differences in the knowledge-sharing pattern between undergraduate and graduate students. Overall, this research documents that the postgraduate students have shown higher perceived attitudes towards knowledge sharing, compared to undergraduate students.

This research applied a descriptive study to understand knowledge-sharing patterns among undergraduate and postgraduate students, rather than a correlational study to ascertain the relationship among variables.

This research has contributed to the knowledge-sharing research in several aspects. In fact, this study extended the research findings of Wei et al. (2012) by examining the patterns of knowledge sharing in a different socioeconomic environment. Although this research investigated the practice of knowledge sharing of undergraduate and postgraduate students by adapting the instrument of Wei et al. (2012), one of the significant contributions of this research is to explore the behavioural aspects of knowledge-sharing pattern among undergraduate and postgraduate students from different private universities in Bangladesh. By interpreting the knowledge-sharing pattern of undergraduate and postgraduate students of private universities, this inquiry will assist the government’s policymakers, management of individual universities and academicians to come up with novel methods of instruction and to transform the knowledge-driven higher learning establishment.

The majority of studies on knowledge sharing have been conducted in an organisational context. This inquiry is one of few investigations to compare the knowledge-sharing patterns among undergraduate and postgraduate students in Bangladesh.

Purpose – This chapter argues that institutions should take a strategic, integrated approach to enable all students to progress successfully beyond their first degree, to additional education or training or to the labour market.

Methodology/approach – The chapter reviews the literature about the progression of students from equity groups to the labour market and postgraduate study and the explanations for lower rates of success. The remainder of the chapter explores what institutions in England are doing to facilitate equality of outcomes for graduates from equity groups, based on analysis of the Widening Participation Strategic Assessments (WPSAs). Each WPSA was coded, and query reports were read and re-read to identify common approaches and themes.

Findings – Literature finds that graduates from diverse backgrounds and equity groups have poorer progression outcomes than other students. The WPSAs show that the majority of institutions are addressing employability but not progression to postgraduate study. On the basis of mainstream approaches to engaging students and developing their employability, the chapter presents a seven-point strategic approach to enhancing the progression and success of graduates from a diverse student body.

Research limitations – There are limitations associated with analysis of the WPSAs and that there is so little consideration of progression to postgraduate study.

Practical implications – This chapter proposes that institutions adopt an integrated and strategic approach to enhancing the progression and success of students.

Social implications – This approach addresses progression inequalities.

Originality/value – This chapter provides original insights into progression to postgraduate study for diverse students.

This study empirically analyse the lived and individual experiences of internet use time among postgraduate students in a period where the line between the virtual and real is blurred. The infusion of the internet in higher education has not only facilitated the production of new knowledge but has also led to reports of internet addiction among many users during the COVID-19 pandemic and the resulting lockdowns. This study aims to evaluate the level of internet addiction among postgraduate students and the supportive information services role that librarians could provide.

In this study, 279 postgraduate students completed a quantitative survey targeted at all the postgraduate students at a university campus in South Africa. Data was collected using an adopted internet addiction test questionnaire. The data was descriptively and inferentially analysed.

As many as 61 (22.7%) are always online, with most of the respondents, 112 (41.6%) spend 10 h or more on the internet daily. Laptop computers at 44.7% emerged as the primary electronic device used by postgraduate students for accessing the internet, surpassing the prevalence of mobile phone usage. On internet addiction level, internet use time had a statistically significant relation with problematic internet use levels in respondents. These results suggest that the increased uncontrolled internet use could negatively interfere with productive academic work of postgraduate students. However, based on the inferential statistical results, it can be concluded that academic use of the internet does not contribute to increased levels of internet addiction. The study recommends that librarians should provide literacy education and resources on how to use the internet safely and responsibly, including tips on setting boundaries, managing time online and productively using online information resources.

The study assesses problematic internet use among postgraduate students and provides suggestions on supportive information services that librarians could provide in an era where many library information services provision and higher education are hinged on the internet.

Sustainable development (SD) is becoming an important area of research in accounting education. This paper examines if postgraduate accounting students in the Greek context present different awareness of SD issues and if this is related to their Master’s orientation. Moreover, it compares the results with other similar studies.

An online questionnaire was designed based on Ebaid (2022) and Aleixo et al. (2021), and distributed to two different Master’s orientation programs. Then, descriptive statistics and contingency table analysis were performed to illustrate the main differences regarding the students’ responses.

The results indicate that the examined postgraduate students recognize the importance of SD for their future careers and require more knowledge about this issue. Moreover, it is presented that most of the postgraduate students adhere to the core sustainability principles (i.e. recycle, reuse and reduce), while only the students of environmental, social and governance (ESG) Master are significantly and actively engaged in social and environmental activities. Collectively, the results show that postgraduate students in Greece are more familiar with the term SD compared to participants in other similar studies in different contexts.

Planners and decision-makers in higher education institutions could benefit from the findings to reconsider accounting education by introducing new courses and/or Master’s programs to promote knowledge and action for SD.

This is the first study, as far as we know, that examines the issue of sustainability and accounting education on postgraduate students.

The purpose of this paper is to analyze the postgraduate disciplinary trends in architecture in Jordan. It highlights current research topics in master theses of architecture programs, to enhance the selection of postgraduate thesis topics that are more responsive and adaptive to the raised research demands of communities and the profession.

The paper analyzed 254 master's theses published from 2009 to 2019 in three Jordanian universities. The paper employed a descriptive and content analysis for theses' titles and abstracts.

The principal results identify unique geographical, temporal and disciplinary trends in the mapped theses. The findings illustrate an interest in disciplines of design studies, building technology, housing and community and urban design among postgraduate students. The findings also highlight a centralization of theses' number and geographical location within Amman governorate. Many theses also focused on residential spaces as a scale of analysis.

The proposed suggestions include collaborative efforts and practical mechanisms by higher education institutions, practitioners and decision-makers for advancing rigorous, diverse and relevant research topics in postgraduate theses.

The paper provides a comprehensive mapping of the topics of postgraduate theses in the field of architecture. It highlights how they have evolved or have been influenced by community needs. It also draws attention toward specific disciplines that have been the focus of major architectural programs in Jordan. Finally, it highlights the coexistence of interdisciplinarity within the field of architecture.