Universities and governments are steadily recognising international students as strategic assets due to their contributions to cultural exchange, global visibility, and economic growth. However, international higher education institutions continue to face challenges in delivering contextually relevant curricula, particularly in disciplines related to urban development, such as urban planning, architecture, landscape architecture, geography, and urban management. In these fields, international graduates must navigate complex professional environments shaped by local regulations and socio-cultural norms in their home countries. Accordingly, this study examined the post-graduation employment experiences of international graduates in disciplines related to urban planning and development. Drawing on semi-structured interviews with eleven master graduates (2010–2024) employed in their home countries, data were subjected to analysis using inductive thematic analysis in NVivo 15. Through iterative comparison, the following five major themes were identified: (1) nature of the studied discipline, (2) curriculum design, (3) job classification, (4) employment location, and (5) job culture ecosystem differences. Findings revealed a tension between globally oriented training and locally grounded job expectations. Graduates often face difficulties applying international academic models to local practices, undervaluation of qualifications, and challenges in cultural and professional reintegration. Nonetheless, many leverage their international exposure to introduce innovative solutions, sustainability principles and cross-cultural perspectives in local urban projects. The study highlights the need for context-sensitive curricula and institutional support to bridge global knowledge and domestic employment systems. Such efforts are forecasted to enhance graduate employability whilst reinforcing Malaysia’s position as a competitive higher-education hub in the Asia–Pacific region.
Ibrahim et al. (2026) studied this question.