This study deployed a qualitative approach to explore an alternative perspective regarding graduate migrants’ employability. Twenty graduate migrants in Australia participated in in-depth interviews. Findings revealed graduate migrants faced various challenges in the target labour market, and to successfully secure employment it was important for them to develop key forms of capital – i.e., excellent technical knowledge, relationships with ‘significant others’, strong career identity and psychological resilience, and exercise agency in interlinking these capitals so that they could make use of their strengths and coat weaknesses. Results from the study imply that managing, teaching, and professional staff members should collaborate closely to develop well-rounded programmes to sufficiently equip international students with multidimensional resources.

In Australia, the number of female graduates in some science, technology, engineering, and mathematics (STEM) disciplines is as low as 15%. Previous reviews exploring the issues affecting female undergraduate STEM students are primarily based in North America and there is yet to be an Australian focused review. This review identifies the factors contributing to the gendered experience of Australian undergraduate STEM students. A systematic review was conducted in November – December 2018 using ERIC, PsycInfo, ProQuest and Scopus databases. From this review, 36 papers that focus on gender differences and university STEM students in Australia were identified. The Australian research suggests the most prominent issue for female STEM students is their lower self-efficacy. Gendered preferences for learning, gendered motivations to pursue STEM degrees, the masculine culture of these fields and gender differences in science identity were also themes identified through the review. This review indicates some gaps in the Australian literature, namely that identity, and other emotional factors, are understudied in the Australian context and an avenue for future research. The findings suggest that science educators should be aware of the gendered experiences of their students to ensure female persistence in university STEM degrees.

Employers of chemistry graduates are seeking a range of transferable skills from prospective employees, and academics are increasingly seeking to build employability skill development opportunities into the undergraduate curriculum. However, research suggests that undergraduates do not recognise or value such skill development without prompting. This recognition is essential if graduates are to be able to articulate their skills in the employment process. This study involves research amongst almost 1000 undergraduates studying chemistry at two institutions, using open-ended questions to collect qualitative data. The extent to which students recognised course-related skills development and understood the skills that employers are looking for was investigated, as was their desire to develop additional skills. Similarities and differences in student views between institutions are discussed, as well as trends across year levels and by gender. Results indicate that undergraduates studying chemistry are most likely to value and recognise development of some key skills sought by employers (teamwork, communication, thinking/problem solving, organisation/time management and laboratory/practical skills), but are very unlikely to value or recognise others (numeracy, independent learning, commercial awareness, interpersonal, research, computer/IT, creativity/innovation, flexibility/adaptability and initiative). Opportunities to develop the latter skills and recognition of the value of doing so will require improved communication with students and/or provision of new experiences within the curriculum.

The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at universities. Commercial critical thinking assessments, which are often generic in context, are available. However, literature suggests that assessments that use a context relevant to the students more accurately reflect their critical thinking skills. This paper describes the development and evaluation of a chemistry critical thinking test (the Danczak–Overton–Thompson Chemistry Critical Thinking Test or DOT test), set in a chemistry context, and designed to be administered to undergraduate chemistry students at any level of study. Development and evaluation occurred over three versions of the DOT test through a variety of quantitative and qualitative reliability and validity testing phases. The studies suggest that the final version of the DOT test has good internal reliability, strong test–retest reliability, moderate convergent validity relative to a commercially available test and is independent of previous academic achievement and university of study. Criterion validity testing revealed that third year students performed statistically significantly better on the DOT test relative to first year students, and postgraduates and academics performed statistically significantly better than third year students. The statistical and qualitative analysis indicates that the DOT test is a suitable instrument for the chemistry education community to use to measure the development of undergraduate chemistry students’ critical thinking skills.

Graduate employability is a key issue for higher education as new graduates face a highly competitive and rapidly changing employment sector. To maximise their likelihood of employment, graduates need to be able to demonstrate the skills and attributes most valued by employers. Employers, however, have long criticised the ability of graduates to contribute effectively to the workplace, especially due to a perceived lack of generic employability skills. This indicates a possible mismatch between the skills required by employers and those possessed by graduate applicants. This study addresses a gap in the scholarly literature regarding employability skills – the perspectives of science academics at an Australian and UK university regarding the promotion of generic employability skills in the subjects they teach. More specifically, this article discusses academics’ perspectives regarding: (a) which of the targeted generic skills were developed and assessed through their science units, and (b) the approaches used to promote the targeted skills and any associated challenges in employing those approaches. The discussion explores how shifting from traditional transmissive pedagogies to more problem-based approaches and embedding reflection into pedagogy and assessment practices would contribute to promoting the skills employers increasingly demand from science graduates.

The Li+–(H2)n n=1–3 complexes are investigated through infrared spectra recorded in the H–H stretch region (3980–4120cm−1) and through ab initio calculations at the MP2∕aug-cc-pVQZ level. The rotationally resolved H–H stretch band of Li+–H2 is centered at 4053.4cm−1 [a −108cm−1 shift from the Q1(0) transition of H2]. The spectrum exhibits rotational substructure consistent with the complex possessing a T-shaped equilibrium geometry, with the Li+ ion attached to a slightly perturbed H2 molecule. Around 100 rovibrational transitions belonging to parallel Ka=0-0, 1-1, 2-2, and 3-3 subbands are observed. The Ka=0-0 and 1-1 transitions are fitted by a Watson A-reduced Hamiltonian yielding effective molecular parameters. The vibrationally averaged intermolecular separation in the ground vibrational state is estimated as 2.056Å increasing by 0.004Å when the H2 subunit is vibrationally excited. The spectroscopic data are compared to results from rovibrational calculations using recent three dimensional Li+–H2 potential energy surfaces [Martinazzo et al., J. Chem. Phys. 119, 11241 (2003); Kraemer and Špirko, Chem. Phys. 330, 190 (2006)]. The H–H stretch band of Li+–(H2)2, which is centered at 4055.5cm−1 also exhibits resolved rovibrational structure. The spectroscopic data along with ab initio calculations support a H2–Li+–H2 geometry, in which the two H2 molecules are disposed on opposite sides of the central Li+ ion. The two equivalent Li+⋯H2 bonds have approximately the same length as the intermolecular bond in Li+–H2. The Li+–(H2)3 cluster is predicted to possess a trigonal structure in which a central Li+ ion is surrounded by three equivalent H2 molecules. Its infrared spectrum features a broad unresolved band centered at 4060cm−1.