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Double Jeopardy
How to Organise Inclusive Conferences and Workshops is not a conventional handbook on conference planning; rather, it is a serious, humane argument about what professional gatherings reveal about power, access, and belonging. Why was it important to state upfront that no conference can ever be fully inclusive?
I open the book with a statement that I felt had to come first: no conference or workshop can ever be fully inclusive. I chose to say this immediately, before anything else, because I wanted readers to understand that what follows is not a promise of perfection but an invitation to honest, sustained effort.
The reason I state this so plainly is that human needs are varied, complex, and dynamic. Some needs align, others conflict, and many shift over time. No amount of careful planning resolves all of these tensions, and I think it would be dishonest to suggest otherwise. I draw on Silverman’s concept of access friction to name what I had observed repeatedly in practice: that decisions made to improve inclusivity for one person or group can simultaneously create new barriers for others. Placing posters close together at a poster session reduces the distance some attendees must travel, yet risks sensory overload for others. Offering a hybrid format widens participation for people who cannot attend in person. However, this approach can unintentionally make the online participants feel quietly marginalised by the people able to physically attend. These are not failures of imagination or care. They are structural realities of human diversity, and pretending otherwise would undermine the very honesty this book depends on.
I also wanted to reframe what I was asking of organisers from the outset. Inclusivity, as I understand it, is not a destination. It is a continuous practice of asking, listening, adapting, and responding. That is why I deliberately chose not to offer checklists or quick fixes. I wanted readers to sit with the discomfort that inclusive practice can never be completed, and to commit to the work anyway.
Underlying all of this is something I feel strongly: the barriers people face, whether disability, caregiving, visa restrictions, or financial hardship, are not incidental. They are rooted in systemic inequality. Naming the impossibility of full inclusion is my way of insisting on moral seriousness rather than goodwill alone.
Which “invisible” barriers do organisers most often overlook?
There is often a particular kind of exclusion that happens in events that consider themselves inclusive. It is quieter than a missing ramp or a broken lift, and it is far more common.
The first is the hidden curriculum of professional gatherings. McCalmon, Ugiagbe-Green, and Mohammed-Chapman in Chapter 7 show how conferences reflect unwritten rules about tone, language, and behaviour that quietly privilege those already at home in institutional settings. People who are unfamiliar with these norms are not excluded loudly; they simply fade into the background, their contributions going unrecognised within spaces that claim to be open. They frame their chapter around three questions that sit at the heart of inclusion: who decides, who gets to rest, and what changes as a result.
Closely related is the invisible burden of advocacy. Clarke and Gagné in Chapter 2 show how the responsibility for arranging accommodations almost always falls on the person who needs them, consuming time, energy, and emotional resources in ways that function as a hidden form of exclusion others in the room rarely see. They argue that this begins earlier than most organisers realise, pointing to calls for papers and registration systems as gatekeeping mechanisms that routinely create accessibility barriers before a disabled scholar has even decided whether to attend.
There is also the question of time. Chapter 9, by Donald, Yarovaya, and Georgiadou, draws on research into timeism to show how rigid conference timelines marginalise people who need different rhythms of engagement, creating hidden hierarchies that go largely unacknowledged. People who need flexible arrangements often invest the most time simply to secure basic access, a form of double jeopardy that proactive design could dismantle.
Finally, there is the exclusion embedded in financial structures. Castelle and Ho in Chapter 6 are direct about this: affordability is rarely treated as an accessibility issue, yet cost is one of the most consistent barriers to participation. Tiered pricing, bursaries, and scholarship access, as modelled through the Cannexus conference, are not peripheral gestures but structural responses to a barrier most organisers leave unexamined.
What does it mean to design with disabled participants rather than for them?
For me, designing with disabled participants rather than for them is, at its heart, a question of power and not just practice.
The disability movement’s foundational principle, nothing about us, without us, runs as an ethical thread through the book. Clarke and Gagné in Chapter 2 establish this from the outset, arguing that accessibility must be built into every stage of conference planning rather than retrofitted in response to individual requests. They are clear that when diverse voices are not centred in planning and governance, professional development spaces risk reinforcing the very exclusionary norms they claim to challenge. Cook, Brown, and Beaumont-Bilsby in Chapter 3 extend this through their own lived experience as a wheelchair user, a neurodivergent pracademic, and an inclusive service design specialist. They argue that disability representation on organising committees is not a nicety but a structural necessity, and that systems which appear neutral, such as standard venue designs and funding structures, often reinforce exclusion precisely because they were not designed with diverse ways of moving, thinking, and participating in mind. Decisions made without disabled voices embedded in the planning process tend to produce accommodations that are reactive, inconsistent, and poorly communicated, turning participation into what they describe as a negotiation for survival rather than an opportunity for genuine engagement.
Paul Vincent, Soltani, and McAteer in Chapter 4 are direct about the limits of well- intentioned innovation: live captioning and hybrid formats have improved access in measurable ways, but without sustained investment and disabled input at the design stage, these solutions lack consistency. Crucially, they challenge the assumption that offering a remote option excuses an inaccessible venue. Face-to-face interaction matters, and disabled participants deserve access to it.
McCalmon, Ugiagbe-Green, and Mohammed-Chapman in Chapter 7 reframe the question entirely, asking who gets to decide what inclusion looks like in the first place. They argue that true inclusion must be grounded in justice and the redistribution of power, not merely representation or legal compliance. This means examining whose voices are prioritised in programme design, who carries the emotional and physical labour of making an event run, and who is asked to advocate for their own access while others simply participate. Designing with rather than for, in their framing, is ultimately about shifting that burden from individuals to institutions.
Lin-Stephens, Maze, Lau, and Chen, in Chapter 8, bring a different dimension through their Sustainable Professional Development model, which insists on co-creation with local partners rather than importing solutions from outside. Their experience organising the APCDA conference across Asia shows how cultural contexts shape what inclusion requires, and how assumptions embedded in Western-centric design can themselves become barriers.
Chapter 9 by Donald, Yarovaya, and Georgiadou synthesises this by framing inclusion as a shared responsibility rather than a service delivered to people who need it. The call is clear: when disabled scholars, international participants, caregivers, and others from underrepresented groups are genuinely welcomed and recognised rather than accommodated at the margins, it strengthens a shared sense of belonging for everyone in the room.
Which practical changes tend to have the most immediate impact on inclusion?
The question of which practical changes have the most immediate impact is answered most compellingly through the practitioner voices running through the middle and later sections of the book.
Foote, in Chapter 5, makes the strongest case for proactive communication as the single highest-impact step. Her accessibility package, a detailed, screen-reader-compatible document sent to attendees before the event, covers everything from parking routes and flooring types to lighting conditions and session engagement expectations. The insight behind it is simple: people cannot request accommodations they do not know are available, and they should not have to disclose a disability to access a well-designed event. Placing fidget toys on all tables rather than just in sensory kits, and reserving easy-access seating for anyone who wants it without requiring justification, are low-cost changes that normalise inclusion rather than marking it as exceptional. Foote also recommends providing later start times, earlier end times, and sufficient transition time between sessions, noting that this benefits not only attendees with mobility requirements but anyone who needs time to process information or prioritise self-care.
Castelle and Ho, in Chapter 6, demonstrate what this looks like at scale. The Cannexus conference treats financial access as an inclusion issue, not an afterthought, using tiered pricing, bursaries, and targeted scholarships to widen the pool of who can realistically attend. Their hybrid model, offering nearly full access to keynotes, workshops, and networking online, has proved especially beneficial for caregivers, people managing health conditions, and rural or international participants.
Lin-Stephens, Maze, Lau, and Chen, in Chapter 8, drawing on their experience organising the Asia Pacific Career Development Association conference, add that feedback mechanisms are themselves a practical inclusion tool and one that is frequently overlooked. Seeking input from people who did not attend, not just people who did, is how organisers begin to understand the barriers that prevented participation in the first place.
Donald, Yarovaya, and Georgiadou in Chapter 9 offer a useful frame for all of this: small, intentional actions matter. Inclusion does not require waiting for institutional policy or a new budget cycle. It begins with what an organiser chooses to do next, and those choices, made consistently and with the people most affected in mind, are how larger structural change builds momentum.
Anything else?
I’d just like to take the opportunity to thank everyone who contributed to the book. When I was first approached, the publisher asked if I would be the sole author. I am genuinely pleased and grateful that they agreed to my leading an edited collection instead, because it brought together far richer insights from a wider range of lived experience.
Finally, I’d like to thank the entire team at Literary Titan for the opportunity to share these additional reflections. I hope How to Organise Inclusive Conferences and Workshops will have a meaningful impact as we work together to build a more inclusive and sustainable ecosystem. Thank you.
Author Links: GoodReads | Website | LinkedIn | Amazon
With strong relevance to ongoing global conversations surrounding diversity, equity and inclusion, the book encourages constructive dialogue and provides innovative advice. Situated within contemporary career discourse, it is grounded in sustainable career ecosystem theory and aligned with the UN Sustainable Development Goals. Chapters cover a diverse range of inclusion-related experiences, prioritising respectful representation of individual narratives and affirming the importance of linguistic and cultural sensitivity. By offering strategies for inclusive event planning, it underscores the importance of proactive allyship, co-creation, and advocacy in dismantling systemic barriers to promote an inclusive and sustainable ecosystem for all.
How to Organise Inclusive Conferences and Workshops is a justice-oriented guide for those committed to cultivating genuinely inclusive environments, including academics and other professionals involved in planning and delivering these events. It is also an essential resource for students and scholars in education and business and management.
How to Organise Inclusive Conferences and Workshops
I found How to Organise Inclusive Conferences and Workshops to be less a conventional handbook than a serious, humane argument about what professional gatherings reveal about power, access, and belonging. Edited by William E. Donald, the book brings together voices from Canada, Australia, Asia, North America, and the UK to show how conferences shape careers while too often excluding the very people they claim to welcome. Its strongest throughline is simple but unsettling: inclusion is never finished, never clean, and never reducible to a checklist. Across chapters on access friction, hybrid participation, childcare, sensory design, transparent communication, and the politics of rest, the book keeps returning to one insistence: if events are meant to be sites of learning and exchange, then who can actually enter, remain, and contribute in those spaces matters profoundly.
What stayed with me most was the book’s moral clarity. It doesn’t flatter organisers with easy absolution. Donald’s opening claim that no conference can ever be fully inclusive could have become an excuse for resignation, but here it becomes the opposite: a reason to keep listening, adjusting, and refusing complacency. I was especially struck by the way the book exposes the quiet cruelties of “normal” professional practice, the reimbursement model that assumes financial slack, the fetish for in-person attendance, the blandly ableist notion that hybrid access is somehow second-rate, the casual expectation that attendees can absorb noise, travel, fatigue, bureaucracy, and social strain without cost. When the book moves into examples like all-inclusive washrooms, onsite childcare, text-for-service communication, asynchronous engagement, and designing with disabled people rather than merely for them, it doesn’t feel decorative. It feels corrective, almost bracingly so.
I also admired the writing, though not in a simple way. Because this is an edited collection, the prose varies in texture and force, and that variation sometimes makes the reading experience uneven. A few sections lean on frameworks and institutional language. But even there, the book is carried by something rarer than stylistic polish: conviction with substance behind it. At its best, the writing is lucid, grounded, and quietly moving, especially when experience presses against abstraction and wins. I liked that the book doesn’t romanticise inclusion. It acknowledges friction, competing needs, the invisible labour of advocacy, and the fact that “good intentions” often leave structures untouched. The idea of conferences as part of a broader sustainable career ecosystem is, in lesser hands, the sort of phrase that might feel airless. Here, it gives the book real shape. It helps explain why exclusion at an event isn’t a minor inconvenience but a career wound, one that accumulates over time in visibility lost, networks thinned, and confidence eroded.
I came away thinking this is an important book precisely because it refuses the comfort of tidy solutions. It’s practical, but it’s also ethically demanding, and that combination gives it weight. I’d recommend it most to academic organisers, professional associations, university leaders, and anyone who plans events. It would also mean a great deal, I think, to readers who’ve long felt the chill of spaces that were supposedly built for them but never quite made room. This is a thoughtful, candid, forceful book, and it deserves to be read by the people with the power to change how gathering works.
Pages: 156 | ISBN : 1035348497
Real-World Stories
Strategic Opportunities for Bridging the University-Employer Divide explores how universities and employers can collaboratively transform graduate employability. Why was this an important book for you to write?
Having worked as a graduate recruiter in industry and as an academic researcher focused on employability and sustainable careers, I have seen firsthand the challenges universities and employers face. While recruiting for an investment bank, I noticed how stretched university career services were, often struggling with limited resources to support thousands of students. At the same time, the high turnover of graduate recruiters made it difficult for universities to build lasting relationships with employer contacts. On top of this, competition between companies for talent and between universities for league table rankings often inhibits meaningful collaboration. Quite simply, despite playing a critical role in shaping students’ futures, career advisors and graduate recruiters frequently operate in isolation. Yet, the need for collaboration has never been more urgent. The COVID-19 pandemic intensified the demand for career and mental health support, while employers struggle to attract and retain early career talent in an increasingly competitive job market. In response, I wrote this book to bridge the university-employer divide and provide pragmatic guidance for stronger partnerships. A key feature of the book is its Lived Experience Insights, which share real-world stories from career advisors, academics, and recruiters worldwide. These accounts capture the challenges professionals have faced, the actions taken, and the lessons learned. By bringing theoretical perspectives to life through these insights, my goal was to inspire real change and help create a career ecosystem that empowers students to navigate uncertainty and build fulfilling, sustainable careers.
How can universities practically begin to build students’ “social and psychological capitals” within existing resource constraints?
That is a great question, especially given the growing demand for career and well-being support from students, with universities often lacking the resources to provide one-on-one guidance. One of the most effective ways to address this challenge is by tapping into the power of peer mentoring. While not a replacement for professional career or well-being services, peer mentors can provide an accessible first point of contact, helping students navigate challenges and directing them to additional support when needed. Embedding employability and well-being into the curriculum is another powerful approach. When career advisors and academics work together, they can integrate career development and resilience- building activities into classroom teaching and assignments, reaching students at scale in a way that individual appointments never could. Imagine a student expressing interest in a specific industry but feeling lost because they do not know anyone in that field. A peer mentor or classmate might respond, “I know someone who works in that industry. Would you like an introduction?” At that moment, students are not just expanding their networks; they are also strengthening their confidence and sense of belonging. These informal connections can be transformative, particularly for those who might not have industry contacts through family or personal networks. Building social capital in this way naturally fosters psychological capital. When students face challenges, knowing they are not alone makes a huge difference. Hearing real stories from peers, career advisors, or lecturers about others who have overcome similar obstacles can be incredibly reassuring. These shared experiences help students develop resilience, giving them the confidence to navigate setbacks. University career services and lecturers can further amplify this by leveraging their industry connections. By facilitating networking opportunities and offering guidance on handling rejection and career uncertainties, these industry contacts can help students develop the mindset and relationships needed to thrive in an unpredictable job market. For anyone interested in supporting students in developing these and seven other forms of employability capital, you might like my book Developing Employability Capital in University Students: A Pragmatic Guide (Routledge, 2025; Literary Titan Silver Award Winner, March 2025).
What do you see as the biggest misconception employers have about recent graduates entering the workforce?
One of the biggest misconceptions is that it is solely the university’s responsibility to produce work-ready graduates. While universities equip students with valuable resources to enhance employability, their primary role is to teach students how to learn, adapt, and think critically rather than to replace the need for on-the-job training and ongoing personal development. Related to this, another oversight by employers is underestimating the breadth of experience graduates bring. Employers often focus on internships and paid work, but many students gain valuable forms of employability capital through volunteer roles, leadership in university societies, and project-based coursework. The experience is there, but recent graduates may need guidance in articulating how their skills transfer to the workplace. This is where stronger university-employer partnerships can make a real difference. If employers want work-ready graduates but feel they are not finding them, developing structured talent pipelines, such as industry-led projects, mentoring programs, and paid work experience opportunities, can help bridge the gap. These experiences strengthen students’ social and psychological capital, as well as their cultural and market-value capital, making them more confident and workplace-ready from day one.
In your opinion, what first step should a university take today to begin bridging the divide you so thoroughly outline?
Universities need to shift from a mindset of competition to one of collaboration. Instead of fixating on league table rankings, institutions should look for opportunities to work together, such as by sharing employer connections, best practices, and resources. No single university can tackle the employability challenge alone, but by recognizing the interconnected and interdependent nature of universities, employers, and students, they can create a stronger, more inclusive, and sustainable career ecosystem. This kind of collaboration benefits everyone. Graduates gain access to a wider network of opportunities, employers engage with a more diverse talent pool, and universities enhance their ability to support students at scale. By taking the first step toward partnership rather than competition, universities can drive long-term change in how graduates transition into the workforce.
Author Links: GoodReads | Website | IGI Global | Amazon
Strategic Opportunities for Bridging the University-Employer Divide
In Strategic Opportunities for Bridging the University-Employer Divide, William E. Donald delves into the complexities and crucial roles of university career advisors and graduate recruiters in sculpting the career pathways of graduates. This thought-provoking book assesses how academic institutions and corporate entities can collaboratively enhance graduate employability and career readiness, a theme increasingly pertinent in our rapidly evolving job market.
Donald’s analysis is grounded in a comprehensive exploration of the systemic challenges and strategic opportunities that define the current landscape of higher education and employment. His insights into the underutilized potential of career services in universities are particularly enlightening. For example, in his discussion on the employability capital, Donald emphasizes the need for a multifaceted approach to student career preparation, which includes enhancing students’ social and psychological capitals as well as their market-value capital.
The book also offers a critical view of the recruitment practices by graduate recruiters. Donald suggests that while there is a significant reliance on technology and data analytics in recruiting, there’s an essential human element that is often overlooked. The narrative vividly illustrates how personalized career advice and strategic employer engagements can substantially benefit students, a viewpoint that resonated with me, given my own observations in the education sector.
Further enriching the discourse, Donald incorporates ‘Lived Experience Insights’ throughout the chapters. These vignettes offer real-world examples of challenges and solutions related to university-career service collaborations and are a testament to the book’s practical applicability. For instance, the story of how a recruitment drive was tailored to include more diverse candidates and significantly enhanced the organizational culture and productivity.
Strategic Opportunities for Bridging the University-Employer Divide is a critical read for educators, recruiters, policymakers, and even students. The book encourages a reevaluation of current practices and promotes a more integrated approach to preparing students for the world of work. Its thorough analysis and actionable insights make it particularly useful for professionals in educational administration and corporate recruitment. Donald eloquently argues that true collaboration between educational institutions and industry can lead to sustainable career success for graduates, a goal more critical today than ever before.
Pages: 356 | ISBN: 1668498316
Foundational Research
Developing Employability Capital in University Students offers readers invaluable advice for navigating the unpredictability of the modern job market. Why was this an important book for you to write?
Having previously worked as a graduate recruiter in industry and spent the last decade in academia researching graduate employability and sustainable careers, it was clear to me that traditional skills and attributes models are no longer fit for purpose. Career development professionals and academics need an innovative tool to prepare university students for a volatile, uncertain, complex, and ambiguous labour market.
The Employability Capital Growth Model (ECGM) addresses this need by offering a versatile tool designed to help support university students across all disciplines and years of study. It considers how the interplay of nine forms of employability capital and contextual factors play out over time, leading to various personal outcomes.
This book makes the ECGM accessible to career professionals, educators, and students alike. Whether used in one-to-one coaching, group workshops, or embedded into university curricula, it equips readers with practical strategies to navigate career uncertainty and build fulfilling, sustainable careers in an increasingly complex world.
Can you share with us a little about the research required to put your book together?
Bringing this book to life required deep research and real-world application. It started with a systematic literature review which I conducted alongside Professor Yehuda Baruch and Associate Professor Melanie J. Ashleigh at the University of Southampton, UK. We identified nearly 100 academic studies published between 2016 and 2022, which informed the development of the ECGM. This foundational research is detailed in Chapter 3, while Chapters 4 to 6 introduce and explain the ECGM itself.
But theory alone isn’t enough. I wanted to see how the model worked in practice. So, I collaborated with career professionals and academics across 16 countries, gathering 19 mini case studies of how they used the ECGM with their students. Their insights, shared in Chapters 7 and 8, played a crucial role in refining the model and led to the development of a 10-step guide (Chapter 9) to help others implement it effectively.
Finally, I wanted to place the ECGM within a bigger picture. It is underpinned by Sustainable Career Ecosystem Theory (SCET), which I developed by combining Sustainable Career Theory (co-developed by Professor Beatrice I. J. M. Van der Heijden & Professor Ans De Vos in 2015) and Career Ecosystem Theory (developed by Professor Yehuda Baruch, also in 2015). Drawing on collaborative insights from the founders of the two foundational theories, SCET is introduced in Chapter 2 and revisited in Chapter 10 to show how the ECGM can contribute to a sustainable career ecosystem.
What is one piece of advice you wish someone had given you when you were younger?
Don’t be afraid to ask for help. It’s easy to think that successful people figured everything out on their own, but in reality, everyone started somewhere. Most people are happy to share their experiences, offer guidance, and answer questions. You just have to reach out!
Beyond networking, asking for help gives you access to the kind of knowledge that isn’t written in textbooks or job descriptions. It’s those unwritten, unspoken insights that can make all the difference. Whether it’s choosing the right educational path, navigating career transitions, or even making big life decisions, learning from others’ experiences can help you avoid pitfalls, seize opportunities, and build a career that aligns with your goals.
What is one thing you hope readers take away from your book?
We are all part of a larger career ecosystem. Your career is shaped by the people, organizations, and industries around you. It does not develop in isolation. At the same time, your choices and actions also influence the opportunities available to others.
Whether you are a student, educator, or career professional, I hope this book inspires you to take an active role in shaping a future where career success is not just about individual achievement. By recognizing this interconnectedness, we can shift our focus beyond simply chasing job titles and instead work toward building sustainable and fulfilling careers.
Author Links: GoodReads | Routledge Taylor & Francis Group | Website | Amazon
By adopting a holistic view of graduate employability complemented by Sustainable Career Ecosystem Theory, this book offers interdisciplinary insights from applied psychology, career development, higher education, human resource management, and sociology. The book is divided into four parts:
Part I begins with the theoretical foundations of a sustainable career ecosystem and the development of the ECGM.
Part II offers an in-depth exploration of the ECGM, incorporating nine forms of capital, contextual and temporal factors, and personal outcomes.
Part III presents a 10-step guide to using the ECGM with university students, informed by 19 cases from 26 career development practitioners and academics from across 16 countries and 6 continents.
Part IV encourages readers to consider the implications for other actors within a sustainable career ecosystem and concludes with a summary of the key takeaways for each chapter.
Whether used in one-to-one sessions, group workshops, or as part of university curricula, this book makes the ECGM accessible and easily applicable for anyone seeking innovative strategies to support university students in achieving sustainable and fulfilling careers.
Developing Employability Capital in University Students: A Practical Guide
William E. Donald’s Developing Employability Capital in University Students is a deep dive into what it really takes for students to navigate an increasingly unpredictable job market. The book presents the Employability Capital Growth Model (ECGM), a structured approach to helping students develop the resources they need to build sustainable careers. The model focuses on nine forms of employability capital, ranging from social and cultural capital to market-value and career identity capital all framed within a broader “sustainable career ecosystem.” With its mix of theory, case studies, and step-by-step guidance, this book is a practical toolkit for career development professionals, educators, and students alike.
One thing I appreciated about this book was how it didn’t just focus on hard skills or resume-building tips. Instead, Donald zooms out to show the big picture. He doesn’t just ask, “What do students need to get hired?” He asks, “What do they need to thrive in their careers long-term?” The nine forms of employability capital make a lot of sense, and they aren’t just about networking or internships. The chapter on “Psychological Capital” highlights the importance of resilience and confidence, things that aren’t always emphasized in career prep but can make or break a job search. The ECGM isn’t just a theoretical framework; it’s a holistic approach that acknowledges students’ diverse backgrounds, experiences, and challenges.
That being said, some sections of the book felt a bit dense, especially when diving into the theoretical foundations. The early chapters, particularly those on sustainable career ecosystems, provide a strong academic grounding, but they might be tough for readers who just want the actionable takeaways. The book shines brightest in Part III, where it lays out real-world applications. The ten-step guide in Chapter 9, which walks career counselors and educators through using the ECGM with students, is incredibly practical. It’s the kind of resource that could be easily implemented in workshops or career coaching sessions, making the model accessible beyond just academia.
The most valuable part of this book, in my opinion, is its real-world relevance. Donald includes insights from 26 career development professionals and academics from 16 countries, showing how different institutions and individuals are already applying these ideas. One standout example is how the ECGM has been used in both one-on-one coaching and large university programs. This kind of global perspective gives the book credibility; it’s not just one person’s theory but a framework being tested and refined in various settings.
Developing Employability Capital in University Students: A Practical Guide is best suited for career development professionals, university faculty, and students who want a deeper understanding of how to strategically build their employability. If you’re serious about understanding what makes graduates truly career-ready and how institutions can support them, this book is a must-read. Donald has put together a resource that is both timely and necessary, especially in today’s uncertain job market.
ASIN : B0DVVH4Z28
