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Purpose – This chapter is designed to acquaint readers with examples of and issues in graduate education in biology and politics.

Design/methodology/approach – The main method adopted is the case study. Several programs or suggestions of how a program might develop are provided.

Findings – There are several examples of graduate education in biology and politics. These illustrate how different departments carry out educating students in biology and politics. Approaches include a biology and politics track in a political science program or interdisciplinary collaborations.

Research limitations – There are only a handful of case studies. Considering how other programs work would be a useful future research initiative to pursue.

The speed of information transfer, discovery, and evaluation is accelerating the timeline for young researchers to establish their scholarly identity. A clear scholarly identity is an essential element in developing and maintaining a scholar’s reputation. The paper aims to discuss this issue.

Texas A&M University is developing workflows and programmatic support for graduate students as they navigate a labyrinth of tools, such as ORCID iD, to establish and manage their identity and reputation.

This paper discusses the evolution of a collaboration between the Texas A&M University Libraries (A&M UL) and the Office of Research and Graduate Studies in the College of Veterinary Medicine & Biomedical Sciences to educate graduate-level students about scholarly identity and reputation.

The collaboration between the Texas A&M UL and the Texas A&M College of Veterinary Medicine & Biomedical Sciences Office of Research and Graduate Studies evolved into an intentional practice to assist emerging researchers as they navigate the labyrinth of standards and research information systems to establish their scholarly identity.

The historical background to the establishment of the International Education Center (IEC) is given and its philosophy and educational goals are discussed. The main aim of the IEC is to train Japanese students to develop international communication skills that will ultimately benefit Japan as a nation in an era of increasing internationalisation and globalisation.

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 article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world.

This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels and examines the institutional structures in place that support these activities. Data were collected through literature and document reviews, observations, interviews, student evaluations and faculty surveys.

The review of the PPBL program at SOS illustrates a case of successfully inaugurating a PPBL program in sustainability at a major university in the USA. Yet, a key challenge for this program and similar programs around the world is how to maintain the institutional momentum and make advances after the initial takeoff. SOS is attempting to address this issue by developing greater program cohesion and coordination, synthesizing past products and learning, monitoring and evaluating impacts, and developing PPBL training programs for faculty and graduate students.

The experiences and findings presented can help other programs to articulate the benefits of a PPBL initiative, anticipate implementation challenges and successfully support their own PPBL initiatives through adequate institutional structures. The review points to the fact that the major impact on both student learning and outcomes for partner organizations is achieved through a concerted effort by the organization as a whole. Successful PPBL programs require both top-down commitments from the administration and bottom-up drive from interested faculty and students.

This case study discusses the PPBL program at SOS. The findings can inform and support the ongoing transformation in sustainability education with the ultimate objective to build students’ capacities to address and solve wicked sustainability problems in the real world, competently collaborating with partners from government, business and civil society.

The purpose of this paper is to report the perceived impact of various health concerns on the academic performance of health sciences graduate students.

The American College Health Association's National College Health Assessment (ACHA‐NCHA), a 58‐item anonymous survey, was distributed to all graduate health science students during a five‐week period in the spring semester.

Students (n=1,355) were most likely to report a negative perceived academic impact related to psychosocial concerns such as stress, depression/anxiety, and relationship problems. The students' most pressing felt concerns were upper respiratory infections, stress, concerns about troubled loved ones and sleep difficulties. Clinical graduate students (n=712) were significantly more likely to report negative academic impacts related to upper respiratory infections (p=0.001), concern about a troubled friend or family member (p=0.001), sleep difficulties (p=0.005), relationship difficulties (p=0.030), and internet use/computer games (p=0.015) than non‐clinical graduate students. However, the magnitude of those differences was small.

This paper adds to one's knowledge of student health concerns, which may help to address health‐related barriers to learning.

This paper presents findings that further explicate the reciprocal relationship between student health and learning by suggesting methodology to identify priority health issues among a graduate student population. Findings from this study of over 20 different health concerns indicate that the priority health concerns of graduate health science students are primarily psychological and psychosocial health issues.

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.

Outlines the total quality management approach used to develop and sustain an undergraduate curriculum in supply management. Illustrates the importance of identifying the primary customer, and using the customer’s needs as the foundation for a curriculum. Examines the importance of empowering faculty and students to create leadership and advance the curriculum. Finally, discusses ways in which faculty, students and business leaders use these three elements to improve the curriculum.

The purpose of this paper is to articulate the Electronic Theses and Dissertations (ETD) implementation process at Syracuse University. It will describe the development of a collaborative partnership between the Graduate School and the Syracuse University Libraries (SUL) that advances open access and the scholarly communication issues among graduate students, the proposed plan for a dissertations and theses retrospective digitization project which will continue to strengthen the partnership between University Archives, university relations, and the SUL. It could also serve as an inspirational point for other institutions.

This case study documents the successful strategies that were used to advance scholarly communications education efforts on campus and ETD implementation using an institutional repository.

Partnerships, flexibility, and creativity are essential to a successful initiative.

Sharing successful stories is crucial in our rapidly developing field. Although each institution is different, we all have things we can learn from each other and adapt to our own environment. The important lessons here are taking opportunities, building partnerships, being flexible, and creative to ensure the initiative's success.

Beginning with a brief overview of education in Australia from both an Aboriginal perspective and that which developed after the arrival of European settlers, this chapter asserts the significance of faith communities in shaping school and teacher education in ways which express their worldviews and moral purpose. Reflecting a Catholic understanding and focusing upon the principles of Catholic Social Teaching, teacher education programs at Australian Catholic University incorporate a holistic approach through their course structures, core curriculum and community engagement experiences. These come together as a pedagogy of promise within community engagement based teacher education. The rationale, examples and model discussed here are presented in ways which show the transformative power of this person- and value-centered pedagogy.