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PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.

The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.

During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.

The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

With the number of doctoral degrees awarded increasing and full-time and tenure-track jobs decreasing, doctoral graduates are entering a fierce job market. Lack of knowledge and support about navigating the job market can impact graduates' mental health and chances of securing long-term employment, but many graduates claim their programs provide little professional development in this area. The purpose of this study is to understand doctoral students' job preparation after participating in a departmental seminar.

The current explanatory sequential mixed methods, single case study investigated students' perceptions following a year-long seminar in job market navigation.

Students attending the seminar did not differ from those who did not attend on feelings of preparedness, number of application documents completed, or curriculum vita quality scores.

Researchers may have limited ability to implement graduate student interventions given the power structures of faculty life and the lack of graduate student time.

The results suggest informal seminars may not be enough to support doctoral students' job market skills.

This has implications for department chairs and deans to create faculty development opportunities to pivot to a student-centered culture rather than relying on faculty or external support to help graduate students prepare for the job market.

This case study provides insight as to how graduate students' job market anxieties are at odds with the current demands and structure of educational doctoral programs.

The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.

The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability “champions”. A narrative variant of thematic analysis was used to examine the ways these sustainability “champions” made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.

Three types of identities emerged – the sustainability “saviour”, “nurturer” and “struggler”. These identities reflected the champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.

This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.