13). Norcini, John J., Boulet, John R., Dauphinee, Dale W., Opalek, Amy, Krantz, Ian D., and Anderson, Suzanne T. (2010). Evaluating the Quality of Care Provided by Graduates of

International Medical Schools. Health Affairs, 29(8), 1461-1468.

About one-fourth of physicians in the U.S. were educated through international medical schools, according to John J. Norcini and colleagues. This research is related to the topic at hand because while there are plenty of jobs for doctors educated and trained internationally, research shows that patients whose doctors graduated from international medical schools and were not U.S. citizens when they entered medical school "…had significantly lower mortality rates" than patients cared for by doctors who graduated from U.S. medical schools or were U.S. citizens when trained abroad (Norcini, et al., 2010).

Parker, Richard D., and Heriot, Kirk C. (2009). Internationalizing business curricula:

introducing the study of Canada into international business programs. Academy of Educational Leadership Journal, 13(3), 73-86.

Canada should be more prominent in international business courses taught in America, according to Richard D. Parker and Kirk C. Heriot. Writing in the Academy of Educational Leadership Journal the authors point out that Canada is the largest trading partner with the U.S. ($2 billion in trade crosses the U.S.-Canadian border daily) and, hence, employability comes into play. Indeed there are jobs associated with U.S. -- Canada trade, Parker asserts. However, Parker claims little attention is paid vis-a-vis Canada in international business courses (Parker, et al., 2009, p. 7). "Responsible business educators should incorporate Canadian Studies" in their international business courses (Parker, p. 8). Study Abroad programs are available in Canada's 90 universities and 150 colleges, the author concludes (p. 8).

Wiers-Jenssen, Jannecke. (2008). Does Higher Education Attained Abroad Lead to International

Jobs? Journal of Studies in International Education,...

Mobile students hold jobs more frequently with international assignments than do nonmobile students.
Woolcock, Michael. (2007). Higher education, policy schools, and development studies: what should Masters degree students be taught? Journal of International Development, 19(1),

55-73.

Graduates of Masters-level international development programs will be most likely to find employment if they have focused on the following core competencies (Woolcock, 2007): "detectives" skills (data collection, analysis and interpretation); "translators" (reframing given ideas for diverse groups); and "diplomats" (negotiation, conflict mediation, deal making).

Zhiwen, Guo, and van der Heijden, Beatrice. (2008). Employability enhancement of business graduates in China: Reacting upon challenges of globalization and labour market demands.

Education & Training, 50(4), 289-304.

The employability of recent business graduates in China is not at a very high level, according to Guo Zhiwen, et al., because while Chinese graduates have high scores, they have "low ability" and few "transferable skills" (Zhiwen, et al., 2008, p. 291). Moreover, many Chinese graduates who finish college ranked high in their class, have no "…clear idea how to present themselves during job interviews," Zhiwen writes. Hence, Chinese firms tend to hire "multinationals" and others from "overseas" that have international business degrees and international experience (Zhiwen, p. 291). Recruitment difficulties appear to be "…mainly the result of a lack of employability," Zhiwen explains, that is, a "mismatch" between the abilities of graduates and "labour market demands" (p. 293).