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Employability drives higher education policy yet despite the investment in developing "rounded" graduates, students experience difficulties in articulating their achievements and capabilities during graduate recruitment. The purpose of this research was to trial and evaluate a career development intervention aimed at drawing on work experiences when applying for graduate roles. Students (N = 136) from two contrasting disciplines, Business and Physiotherapy, and two institutions participated indoi:10.1177/1038416218790571 fatcat:rtha2cseezg4xi54qjdxecvzky