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The study explores the perceptions of graduates on their employability and future of work, in light of the challenges thrown upon by new vicissitudes in the work environment. The study intends to assess the preparedness of management graduates in facing the challenges and uncertainties of the actual job market.

Semi-structured and informal interviews with 65 management graduates from UK, Canada, Italy and India. The thematic analysis uncovered the concerns and areas to develop for management graduates regarding their future employability perceptions.

The authors benefited from a unique opportunity to capture the views and experience of graduates who are undergoing management education during this ambiguous period. Three major themes were developed on how to develop oneself for an ambiguous future of work which includes Psychological strengths, Skill enhancement and Future mindset. The study also unearthed the major focus areas for better employability from a graduate perspective.

Practical contribution comes from strategies to prepare university graduates for sustainable careers. Study hints at the importance of work experience, adaptability and skill enhancement in meeting the challenges of the future.

From a global approach this is one among the first studies to look into the graduate perspective of their preparedness for future work.

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.

The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context.

This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established.

The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy.

This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run.

The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run.

The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches.

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.

This paper aims to study the origin story of Harvard Business School’s involvement with the Indian Institute of Management Ahmedabad to study the reasons for the spread of American management education. It introduces both the explicit influence of Cold War politics and Indian development imaginaries to the export of American management thought in the early 1960s.

This paper relies on archival research for its primary source material, drawing upon rich archives of documents found at the Baker Library of Harvard Business School.

Harvard’s role in Ahmedabad was explicitly influenced by the Cold War anti-communist foreign policy of the USA, but did so opportunistically and contrary to the Ford Foundation’s (FF) original plans. Vikram Sarabhai, who was a key player in the Indian national imaginary of development, invited Harvard on his own initiative and forced the foundation to follow his interests rather than being a mere “subaltern.”

This paper could additionally add to the historical debate about the scope and periodization of the Cold War and the role of non-state actors.

This paper covers new ground in exploring the early connection between the Indian development imaginary and business education. It concludes that the export of hegemonic US management education was not successful during Cold War, and the FF was not as dominant as it was made out to be.

This study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator.

A total of 905 domestic undergraduate students from China completed an online survey.

The findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship.

The theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.

Universities are considered as learning institutions and their output is knowledge. Their main objectives are to promote knowledge and to integrate three main roles: (1) teaching and learning toward an award; (2) research and publication; and (3) activities centred toward work-based learning. Researchers generally categorize knowledge in three dimensions, cognitive, functional and social competence which are clearly consistent with the French paradigm- savoir, savoir faire, and savoir être. Delamare Le Deist and Winterton (2007) acknowledged that knowledge, that is, understanding is captured by cognitive competence, skills are captured by functional competence and behavioral and attitudinal competencies are captured by social competencies. This chapter describes some basic concepts of social competence in the tertiary education and examines the relationship that exists among knowledge, knowledge management, and social competence. Achieving personal goals and at the same time maintaining positive relationship over time and across situations is one of the main definition of social competence, as brought forward by Rubin and Rose-krasner (1992). Social competence also embraces all the social, emotional and cognitive knowledge and skills individuals require to achieve their goals and to be effective in their relations with others (Kostlenik et al., 2014).