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The purpose of this study is twofold: to make explicit academics’ tacit knowledge of academic employment and to develop the educational research and employability skills of 12 postgraduate researchers.

Twelve postgraduate researchers from ten different disciplines conducted 24 semi-structured interviews (12 with early career academics, 12 with senior academics). Respondents shared the skills, experiences and attributes sought when hiring and their lived experience of being academics.

The importance given to both explicitly stated (publications, teaching experience) and implicit (values, behaviour) factors varies greatly among individual academics. There is a mismatch between stated job requirements and the realities of academic life. A students-as-partners project fosters critical engagement with these questions and offers other benefits to participants.

Most respondents work at one research-intensive English institution, potentially limiting generalisability to teaching-led and international institutions.

Researcher development programmes should make explicit the range of factors considered in hiring while also encouraging critical engagement with the realities of academic work. Through students-as-partners projects, postgraduate research students can uncover first-hand what academic life is like and what hiring committees are looking for.

Through involving students-as-partners, the research question changed to reflect the actual concerns of those contemplating an academic career. Students gained invaluable awareness of academic hiring and insights into academic life, as well as transferable skills.

This chapter shares some of the ways that academics curate and manage the evidence they need to support professional development and career progress, to better articulate their achievements and impact, and to identify gaps for development. The process begins with collecting and organizing evidence and then reflecting and selecting evidence for presentation. Building such a profile is part of developing and communicating a professional identity and can be done in collaboration with colleagues. This chapter also describes how a group of women collaborated to support each other through a “portfolio approach” in a project named women @the cutting edge.

I worked as an academic in Malaysia prior to taking on a similar position at a research-intensive university in New Zealand. In this chapter, I discuss challenges I faced in the early stages of my career. I provide insights into my academic mobility strategies, adapting to a research-focused environment, understanding academic standards, becoming a prolific researcher/writer, transitioning to be a ‘slow’ academic and finally the pursuit of striving for work-life balance. I also share my success stories with a view that these would be of benefit to aspiring international academics.

The Snyder Leadership Legacy Fellows is a year-long program for undergraduate students entering into their final year at Kansas State University. Students are selected from across the university each spring to deepen their knowledge of leadership, connect with mentors to explore the transition from student to professional life, elevate their passion for service, and experience real-world opportunities to exercise leadership skills. Snyder Fellows experience personal and professional development rooted in Hall of Fame Football Coach Bill Snyder’s 16 Goals for Success. The ultimate goal of the program is to develop change agents on campus, in the community, throughout the state and beyond. An important component of the program is providing the students with leadership coaches that meet with the students once a month, focusing on transitioning to career or graduate school and leadership challenges students are facing. Over time the structure of the coaching has changed and lessons have been learned. This work examines how coaching can benefit students and lessons learned from coaching as part of a co-curricular student leadership program.

In this chapter, we examine the program- and university-level infrastructure to support learners in a large online Master of Science in Computer Science program. The program is novel due to its cost and size: total tuition for the entire degree is around $7,000, and to date, it has enrolled over 25,000 total students with 11,000 enrolled in spring 2021. Prior research has largely focused on the program’s administration of individual classes, but in this work, we examine the administration of the program at higher levels: at the program level, including its academic advisers, career counselors, and alumni relations, and at the university level where it integrates with on-campus infrastructure for academic integrity, student advocacy, and disability accommodations. We close by offering three guidelines for implementing similar programs at other schools, taking into consideration the full range of experience in building the program.

The purpose of this paper is to explore the indicators of service quality from the perspective of graduating students in a public university in Ghana. The identified indicators of service quality were rated and the extent of satisfaction among the students was determined. Another issue explored was whether the satisfaction among the respondents inures to their loyalty to the university.

A questionnaire was designed, pre-tested and administered to 500 graduating students, and 482 of them were returned for analyses. Principal component analysis was used to determine the indicators of service quality. Independent sample t-test and z-test for proportions were used to compare mean scores and proportions of respondents on various variables, respectively.

The results revealed three indicators of service quality which include quality of academic services and facilities, quality of lecturers and quality of academic programs. Graduands were satisfied with academic services, lecturers and programs. They were, however, not satisfied with the quality of facilities. Majority of the respondents will remain associated with the university as a result of their satisfaction with the services, lecturers as well as programs of the university. It is recommended that the university works assiduously on improving infrastructural facilities to help boost the confidence of the students in the university.

This paper argues that what constitutes quality service vary from one academic institution to the other. It is, therefore, needful for institutions to determine from the perspective of their students what may indicate quality service.

This study aims to better understand how academics-in-the-making construe doctoral performance and the impacts of this construal on their positioning in relation to doctoral performance expectations.

This study is based on 25 semi-structured interviews with PhD students from Canadian, Dutch, Scottish and Australian business schools.

Based on Decoteau’s (2016) concept of reflexive habitus, this study highlights how doctoral students’ construal is influenced by their previous experiences and by expectations from other adjacent fields in which they simultaneously gravitate. This leads them to adopt a position oscillating between resistance and compliance in relation to their understanding of doctoral performance expectations promoted in the academic field.

The concept of reflexivity, as understood by Decoteau (2016), is found to be pivotal when an individual integrates into a new field.

This study encourages business schools to review expectations regarding doctoral performance. These expectations should be clear, but they should also leave room for PhD students to preserve their academic aspirations.

It is beneficial to empirically clarify the influence of performance expectations in academia on the reflexivity of PhD students, as the majority of studies exploring this topic mainly leverage auto-ethnographic data.

This study aims to investigate the specific role of the components of ability-based emotional intelligence (their relative importance) in building different aspects of career adaptabilities and job-search success of university students.

This study employed survey data from 729 full-time students enrolled in an Indian university. Hierarchical regression analyses were conducted to test the hypotheses, and the size of indirect effect was tested using SPSS PROCESS macro.

The ability-based emotional intelligence, along with the use and regulation of emotion in job-search success, plays a significant role in shaping career adaptabilities and job-search success. The ability to use and regulate emotions does have its impact on job-search success through a self-regulatory psychological resource of control and confidence over one's career. Self-emotional appraisal is necessary for an individual to be concerned for a career which forms the initiation of any job-search.

Ability-based approach of enhancing emotional intelligence allows the university students to take a developmental approach in employment. This approach benefits the more “targeted approach to training interventions” provided by various stakeholders in the university, associated with career and employment.

Further, the study focuses on the psychological difficulties (over operational) faced by students in their employment endeavour. Both emotions and psychological resources are believed to play an important role in the career intervention. For instance, past researches have studied trait-based emotional intelligence as a personality construct. However, this study considers emotional intelligence as an ability-based aspect of intelligence, which “readily lends itself to interventions that can be enhanced through targeted training, coaching or counselling”.

Turnover of employees is a key challenge for companies. The same is true for sports clubs that must set appropriate incentives to decrease their athletes’ turnover intention. As salary caps and team budgets restrict monetary incentives, the purpose of this paper is to investigate the effect of organizational support on turnover intention of professional team sports athletes.

The paper applies a combined approach of qualitative and quantitative research and considers the specific requirements of European professional team sports. First, a qualitative study investigates organizational support in team sports and identifies relevant non-monetary incentives. Second, a quantitative study tests the effects of the identified organizational support incentives on turnover intention using a unique data set of professional team sports athletes. Third, a moderation analysis measures possible effects of age.

Through the qualitative study, three relevant non-monetary incentives could be identified in the context of professional team sports: integration of family (IOF), second career support, and private problem support. The subsequent quantitative study of football, ice hockey and handball athletes assesses the effectiveness of the identified incentives. All three incentives negatively influence athletes’ turnover intention, while IOF has a substantially stronger negative effect on turnover intention for younger athletes.

The findings indicate the importance of organizational support to decrease athletes’ turnover intention. Although money is relevant, sports clubs also need to address non-monetary incentives to decrease their athletes’ turnover intention.