For several years, Danish and other European countries have had political objectives for promoting higher education and research. As a result of this, there has been an increased supply of PhD graduates in all disciplines. From a socio-economic point of view, investment in the development of a highly educated work force is considered necessary to…

Cultivating innovative talents in the humanities and social sciences is a pivotal element in the development of high-level innovative talents with a direct impact on a nation's superstructure and economy. Nevertheless, this area has often been a weak link in the talent market. In response to this challenge, Chinese universities have initiated the…

How do European Arts and Humanities (A&H) graduates contribute to their economies and societies? This paper aims to answer this challenging research question by analysing data from the 2018 pilot Eurograduate survey of graduates. The article explores the monitoring of employment dynamics and considers the labour market outcomes of A&H…

Over the past decade, there has been an increase in the number of PhDs pursuing careers at the boundaries between academic and non-academic sectors, particularly with multiple transitions and dual appointments. However, the professional links that PhD holders pursuing non-academic careers maintain with academia and how these relate to different…

This article investigates the relationship between disciplinarity and feminist knowledge-making in Australia's humanities and social sciences. To identify the conditions of possibility for successful feminist knowledge projects, we interpret career trajectories of senior feminist and gender researchers within five disciplines: economics, history,…

Considering current challenges such as the complexities of 21st century life and the rise of artificial intelligence, integrating soft skills into Moroccan higher education has become essential. Despite the increasing focus on this area of research, there are few studies that examine soft skills and employment in Morocco. This study therefore…

With education research focused heavily on literacy, numeracy and STEM, our understanding of HASS (Humanities and Social Sciences) is comparatively underdeveloped. HASS disciplines, such as Geography, History and Civics, not only contextualise learning in other disciplines, but are vital to ensuring that society is prepared to face complex social,…

Polymathy may be defined as the productive pursuit of multiple endeavors, simultaneously or serially, across a lifetime. As such, polymathic breadth of interest across knowledge domains characterizes Nobel laureates in the sciences, literature, economics, and peace, though interest patterns vary between groups. Economics laureates, like science…

?n a policy context in which the harmonisation of HE curricula towards connection with the labour market is pursued, the article seeks to elucidate under-theorised and over-aggregated accounts of the role of the field of study in graduate employability and to investigate it from a new analytical angle to explain variations between fields. Using…

Postgraduate output is important in any country's knowledge development and their knowledge economy. The development of postgraduate output especially at master's and PhD levels in South Africa is at risk due to its slow pace. An argument that can be made is that undergraduate experiences lend to postgraduate access and success. This article…

This article explores knowledge outcomes of international researcher mobility in the social sciences and humanities. Looking in particular at international experiences of longer durations in the careers of European PhD graduates, it proposes a threefold analytical typology for understanding the links between the modes, durations, and outcomes of…

The article presents differences in attitudes and the environmental awareness of students of technical sciences and the humanities. The authors defend the thesis that humanistic knowledge is more conducive to environmental sensitivity in Poland. The article raises the questions of what types of knowledge are generated at universities and what the…

This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The…

This article extends the authors' earlier work (Young & Muller 2013) exploring the concept of 'powerful knowledge'. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented 'power' and 'knowledge'. Two key senses of power are…

The 'Does RE Work?' project, part of the AHRC/ESRC Religion & Society Programme, ran from 2007 to 2011. Drawing on textual analysis, ethnographic case studies and practitioner enquiry, the study identified core confusions as to the purposes and entailments of Religious Education as practised across the jurisdictions of the UK. This paper…