How to help postdocs take a holistic look at career choices After their terminal degrees, many postdocs find themselves at a career crossroads. Here, Karena Nguyen offers four key considerations across background, skills, values and interests to help determine what’s nextKarena Nguyen Georgia Tech’s Center for 21st Century Universities
Lots of talk about diversity in corporations, but what about universities?Why real progress won’t be made unless universities solve three persistent issues: access to networks, unconscious bias and insider culture, writes Blane RuschakBlane RuschakThe PhD Project
How do you leap from research lab to Silicon Valley start-up?The good news is that times of turmoil are ideal for innovation – and far more skills are transferable from bench to IPO than you might imagine. Here are eight actions that will get your start-up off the groundBen ClarkUniversity of Southampton
Three steps to unearth the hidden curriculum of networkingHow to support students in developing networking skills that will enhance their future career prospectsJulia Freeland Fisher The Clayton Christensen Institute
Student support: four ways to innovate for improvement What fresh approaches could provide more proactive, tailored and cohesive student support? Andy Wistow shares insights from pilot schemes designed to do just thatAndy WistowUniversity of Bristol
Want student success? Modernising your careers centre is vitalCamille Dumont gives advice on how to adapt a university careers centre to better align with the evolving needs of students and the job marketCamille DumontPost University
Higher apprenticeships reimagined for lifelong learnersIf Australia is serious about addressing pressing skills shortages and rapidly changing technology and labour markets, lifelong learning must become a practical reality, not an abstract goal, says Mish EastmanMish EastmanRMIT University
The three Cs of the 21st-century workplace: cognition, character and careerChanging skill demands require a lifelong approach to education that prioritises self-efficacy, critical thinking and a growth mindset. Here is how these elements can fit together in learning and career preparationVijayakumari Seevaratnam, Russell ManfieldThe University of Queensland
What’s needed for stackable microcredentials toward a degree?Forest Tan describes how to begin creating a flexible pathway where learners can accumulate microcredentials aligned to industry that can stack toward a degreeForest TanSingapore Institute of Technology
How to coach in-employment lifelong learners for successA team from Singapore Institute of Technology offers insights from working with in-employment learners who are seeking to upskill by studying for degreesChow Peck Chee , Julian Matius , May LimSingapore Institute of Technology
What makes an effective microcredential programme?Short, flexible and skills-focused, microcredentials must balance the needs of students and industry. Here are tips on how to develop courses that achieve thisTemesgen KifleThe University of Queensland
Equitable access to work-integrated learning is finally on the agenda in AustraliaA group of Australian academics discusses what changes could ameliorate the issues faced by students from equity groups when it comes to accessing internshipsAnne Hewitt , Craig Cameron , Deanna Grant-Smith , Laura Grenfell The University of Adelaide, University of the Sunshine Coast, Queensland University of Technology
Alumni as a benchmark of student successThree focal areas by which universities can track student success by looking at what graduates go on to do after completing their coursesAdeola Matthew The University of the West Indies
Three strategies for creating a field experience courseThree important steps needed to create an effective field experience course that aids students’ learning and development, shared by Donna-Maria Maynard Donna-Maria Maynard The University of the West Indies
Engaging students with careers resources early and oftenHere’s how career centres can reach out to students before they’ve even set foot on campus, and why it matters for their future job search and developmentAmaka Nwoko, Widalys Santiago, Davia Woulard Georgia Tech’s Center for 21st Century Universities
How to encourage students to engage in the broader university offeringGetting involved in campus life beyond the classroom brings multiple benefits for students, so how can universities encourage greater participation in the range of activities on offer? Irina ShcheglovaXi’an Jiaotong - Liverpool University
How to work with industry in mutually beneficial waysCollaboration through professional societies offers students real-world learning opportunities and universities a way to enhance graduate employability. Here’s how to do itAli ZwainAl-Mustaqbal University
The scramble to push students towards internships is troublingWith employability at all costs now dominating HE, we seem to be ignoring the very real problems of a system built on free labour and work placements, says Anne HewittAnne Hewitt The University of Adelaide
Teamwork, support and structure: the core principles of rewarding student internships Student internships are an effective way to facilitate student-staff collaboration but, to work well, they require teamwork, the right support and structure, and a focus on tangible outputsCraig McEwanUniversity of Exeter
How can students learn to be innovative?Teaching students innovative thinking through the use of business case studies and ‘learning by doing’, explained by William Cheung and Edward YiuWilliam Cheung , Edward YiuUniversity of Auckland
Training students for jobs that do not exist yetThe rethinking of course materials and programmes to incorporate future trends is a key requirement for all forward-thinking providers, write Aaron Taylor and Victoria RaffertyAaron Taylor, Victoria RaffertyArden University
Accounting for sustainability: we need to change how we teachAccountants of the future will need to respond to as yet unknown sustainability reporting standards. Freirean dialogic teaching where lecturers learn alongside students through discussion helps build the skills to respond to such changeJennifer RoseUniversity of Manchester
Three innovative authentic assessments to encourage soft skill masteryStudents on hard skills-intensive courses such as computer science need to develop effective communication and other soft skills. Bernardo Pereira Nunes offers three assessments to helpBernardo Pereira Nunes Australian National University
How business schools could lead the charge to revive faith in higher educationAs US higher education faces a drop in student numbers, business schools could help transform universities into the cross-disciplinary experiential learning hubs needed today, write Ahmad Al Asady and Siri TerjesenAhmad Al Asady, Siri TerjesenNorth Dakota State University, Florida Atlantic University
Recommendations for using design thinking in the classroomHow to prepare a design thinking workshop, from introducing the concept to students through to ideation and eventually pitching their ideaKarla Margarita Banda Martínez, Graciela González-ValdepeñaMonterrey Institute of Technology
The top three ways to support international graduate employability Building effective partnerships with employers and using feedback to shape curricula and careers services will boost outcomes for students, universities and industry alikeEric HuangUniversity of East London
Negative thinking has a role to play in helping students plan their careers Three recommendations that balance the power of negative and positive thinking to guide career planning for studentsAnna Branford , Harriette Richards , Carolina Quintero RodriguezRMIT University
Introducing microcredentials: a guide for educators and studentsMay Lim provides insight on how to design effective microcredentials that provide tangible benefits for students’ job function and career aspirationsMay LimSingapore Institute of Technology
What is authentic enquiry learning?When students work in teams to examine a real-world problem, the result offers a means to bring teaching and research together. Here, Kate Black and Jonny Hall explain how this pedagogy benefits students, academics and societyKate Black, Jonny HallNorthumbria University
Struggle, strength and growth: preparing students for the changing futureHow to emotionally prepare students for uncertainty and complexity in their future lives by helping them recognise their strengths and embrace changeKathleen Chim, Lai Tsz Chui, Benjamin Tak Yuen ChanHong Kong Metropolitan University
Resilience and risk tolerance: fostering a start-up mindset in your studentsFlavio Olivieri Sangiacomo explains how to inspire an entrepreneurial yet empathetic mindset that can teach students key traits for their future lives and careersFlavio Olivieri Sangiacomo CETYS Universidad
Real-world education: embracing project-based learningProject-based learning benefits both healthcare students and host organisations during clinical placements. Roma Forbes and Michael Donovan outline the practicalities of supporting authentic workforce experienceRoma Forbes, Michael DonovanThe University of Queensland
Bridging the gap: how to enhance PhD programmes for non-academic careersAs more PhD students express interest in non-academic career paths, it’s essential to evaluate the relevance of traditional PhD programmes for alternative opportunitiesDennis Relojo-HowellThe University of Edinburgh
How to train entrepreneurs in five stepsWhat training is needed to help aspiring entrepreneurs develop the skills they will need? George Chondrakis shares five vital stepsGeorge Chondrakis Esade
Is it time to rethink social mobility discourse and the meaning of ‘success’?We must remember that while social mobility is a valuable goal, it’s not one with which all students are willing or able to conform, say Louise Ashley and William Monteith Louise Ashley, William Monteith Queen Mary University of London
Invest in the future with student-managed funds Student-managed investment funds are an effective way to give students real business experience and develop their professional skills. But they need careful planning and support from faculty, Ahmad Al Asady explainsAhmad Al AsadyNorth Dakota State University
How supervisors can use research competitions to inspire lifetime learningWhile some may think that entering student science competitions is all about the gold medals, the long-term nature of such projects is perfect fodder for learning meaningful skillsZheng Pai Hong Kong Polytechnic University
The power of ‘active feedback’ to prepare students for professional experienceWorking with industry clients on real-life challenges is an important component of many university courses. Nick Quinn and Alison Gibb explain how they prepare students for this professional experience using ‘active feedback’Nick Quinn, Alison GibbUniversity of Glasgow
Failure as a career development toolHow to encourage students to actively examine their ‘failures’ to provide useful direction and inform improvements when considering their future career optionsDawn Lees, Rachel SloanUniversity of Exeter
How to support students considering self-employmentNot all students want – nor can they find in a challenging employment market – graduate jobs after university. Victoria Prince looks at what more faculties can do to support students in creating their own business opportunitiesVictoria PrinceNottingham Trent University
Careers services: how to prepare graduates for workplace abuseUniversity career services must do a better job of helping students identify and manage psychological abuse following entry into the labour marketWilliam E. Donald, Sucheta Das Ronin Institute, University of Southampton
We must reverse the rapid erosion of student oracyThe inexorable march of technology is leading to fewer direct conversations in universities – here’s how to help your students improve their oral skillsRichard WillisUniversity of Sussex, University of South Wales
Show off students’ employability with e-portfoliosWhy and how to make e-portfolios a central part of university courses, helping students identify and exhibit skills that will appeal to employers, by Lourdes Guàrdia and Marcelo MainaLourdes Guàrdia, Marcelo MainaOpen University of Catalonia (UOC)
Four tips for developing students’ business skillsHow to teach skills that bridge the gap between completing an undergraduate business programme and embarking on a successful career, by Qi Li and Rosemary BaiRosemary Bai, Qi LiChinese University of Hong Kong, Shenzhen
Social mobility via social media: opportunities for career servicesFour practical suggestions for how university career services can make greater use of social media to support social mobility among their studentsWilliam E. Donald, Kaz ScattergoodUniversity of Southampton, Ronin Institute, University of Liverpool
In the rush to meet labour market needs, universities can’t forget the human element Understanding that students are people first, with lived experiences that influence their choice of college and career, will help position graduates for successSteven JohnsonNational University
Will online education lead to the death of conversation?Students who can critique ideas and generate sound, reasoned arguments in real time will be better prepared to find success after they graduate, says Rebekah WanicRebekah WanicNova Southeastern University
I know first-hand that adult learners need a variety of supports to succeedFrom flexible class schedules to a friendly smile, colleges that focus on individual needs are best positioned to help learners thrive at school and in lifeShannon UrestiCollege of Health Care Professions
The secrets of supporting successful student start-upsGuidance to how universities can support student entrepreneurship and successful business creation, shared by John LonsdaleJohn LonsdaleThe University of Edinburgh
Strategies for developing live student-client projectsProjects in which students work in a professional consulting capacity with “client” organisations can bring many benefits for all involved, but need careful set-up and support, as Lyvia Royd-Taylor explainsLyvia Royd-TaylorUniversity of Brighton