This chapter presents an overview of the book and positions it in the context of the development of expertise and the pursuit of excellence. It presents the historical context of the development of expertise and the theoretical context of the study of expertise.

Consultation-liaison (CL) psychiatry was first recognised as a subspecialty of adult psychiatry in the UK in the 1980s (1). Training in psychiatry (as for all specialties) is overseen by the General Medical Council (GMC) and the curriculum in CL psychiatry is designed by the Royal College of Psychiatrists (RCPsych). It is subject to regular review and update. It provides a framework and identifies competencies which need to be achieved in order to attain credentials to practise independently. In this chapter we will explore the UK curriculum in detail and consider ways in which trainees could evidence how they achieve their competencies through their Personal Development Plan (PDP) and RCPsych portfolio. We will also briefly discuss training in CL psychiatry in a number of other countries around the world (see also Chapter 26 in this volume). All psychiatry training curricula in the UK have recently been revised (August 2022).

This chapter examines careers in, and the structure of, central and federal government archaeology, especially centralized heritage management organizations operating nationally. The chapter includes examples of central cultural heritage management regimes from around the world.

This chapter examines careers in, and the structure of, public and community archaeology. It includes discussion of archaeological outreach organizations (especially charity sector and non-governmental organizations), of professional archaeological organizations and museums, and of the place of archaeology in the media.

This chapter examines careers in and the structure of, academic archaeology – that based in universities, museums, and related educational organizations. The chapter includes discussion of specialist and technical roles in this area of employment.

This chapter examines careers in, and the structure of, cultural resource and cultural heritage management careers in archaeology. This is the single largest employment sector in archaeology globally. The chapter includes discussion of consultant and freelance roles in the sector.

This chapter examines careers in, and the structure of, local and state government archaeology, especially development control and regulatory roles based at the local and regional level. The chapter includes discussion of locally held and managed historic environment records, and of specialist and community roles, such as engagement with Indigenous communities.

This chapter explains what is – and isn’t – archaeology, its historical development, thematic and global spread, and the development of the discipline as a profession. The chapter also discusses archaeological ethics, professional standards, and codes of conduct.

A doctorate in psychology is a remarkably versatile degree.Once a verboten in academic circles, graduate programs now routinely discuss non-academic careers with the knowledge that an education in psychological science can offer a terrific impact to improve human lives in so many ways that extend beyond traditional teaching and academic research.This chapter uses an interview format to feature careers from doctorates in psychology that include a scientist at a research institute, a researcher at Facebook, a private practitioner, researcher, and author, a senior research scientist at a university-based policy center, a scientific review officer at a federal funding agency, and a freelance author.

Self-initiated expatriates (SIEs) are an important group of the globally mobile workforce. In contrast to assigned expatriates (AEs), SIEs relocate on their own volition and without company support. In recent years, the literature on SIEs has started to burgeon leading to an enhanced knowledge of SIEs. The purpose of this chapter is to first review and summarize central findings in the nascent body of research concerned with SIEs. In this regard, we focus on the following key areas of inquiry: definitions of SIEs, their (demographic) profiles, main motivations to relocate, cross-cultural adjustment, as well as career experiences, and outcomes of self-initiated expatriation. In second step, based on our overview of the extant literatures, we outline directions for future research on SIEs in each key area. The suggested future research avenues will be helpful to guide the next generation of studies on SIEs and to move this stream of research ahead.

The Saudi government is educating its young population, with the vast majority attending higher educational institutions in the Kingdom and the brightest students being sent to study overseas, sponsored by the Custodian of the Two Holy Mosques’ Overseas Scholarship Programme – better known in the West as the King Abdullah Scholarship Programme (KASP). In fact, it was the leaders of the Kingdom’s universities, rectors and senior supporting personnel, who convinced the Saudi government to transform the Kingdom into a knowledge-based economy and, by extension, society, by utilizing its considerable resources to better educate and build its human capital. This chapter discusses young men’s opinions of the education system and the degree to which it prepares them for tertiary education and employment. The chapter also looks at the extent of societal transformation in Saudi Arabia, as well as the impact of globalization on Saudi society.