Purpose The purpose of this paper is to explore changes in the identity constructions of expatriate accompanying spouses, as experienced throughout their first year of adjustment to living in Sarawak, Malaysia. Design/methodology/approach Using interview data collected longitudinally throughout ten participants’ first year of living in Malaysia, changes observed in participants’ adjustment narratives over time form the basis of an analysis of successful and unsuccessful cases of identity adjustment. Findings An international relocation presents varying degrees of threat or challenge to expatriate spouses’ central identities. The degree of threat posed will predict the amount of redefinition of social, role, and personal identities required for successful adjustment across social, cultural, and personal domains. Men experienced threats to their career/worker identity, whereas women faced multiple threats to identities such as mother, wife/partner, child, and also their career/worker identity. Research limitations/implications Results of this small-n research may not be generalisable, but do offer new interpretations of adjustment processes, including potential gender differences. The usefulness of longitudinal narrative inquiry for exploring experience of change is highlighted. Practical implications Conversations about identity constructions should be held with expatriate spouses in order to support relocation decision making, and to customise support programmes. Governments wanting to attract and retain foreign talent should consider policies that address employment options for spouses, which will allow for the continuation of central career identities. Originality/value Longitudinal case study analysis results in new interpretations of the adjustment experiences of expatriate spouses over time.

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Purpose-Achieving quality standards in postgraduate education, particularly among Higher Degree by Research (HDR) students, can be challenging. In addition to the diverse educational and cultural backgrounds of these students, thesis writing frequently involves the development of new skills associated with the comprehension of a large volume of information, critical analysis and the development of an academic writing style. Many students need support in one or all of these key areas. Universities currently provide a number of different writing support activities to address students' needs. The purpose of this study is to report on a writing support intervention that employed a specialist in academic writing to support HDR students in the business faculty. Design/methodology/approach-Following a two-year period, the intervention was evaluated to assess the appropriateness and effectiveness of this support using qualitative methods. The results of this study are presented and discussed from different angles. First, a lecturer in academic writing support outlines her observations and reflection on the value of individual consultations and students' progress. Second, the attitudes and experience of students and their supervisors to this service are discussed. This is followed by the faculty senior management view with regard to the effectiveness and efficiency of this service. Findings-This research found that both students and their supervisors expressed satisfaction with the service offered. Also it was found that the writing quality of submitted theses is improving; the costs of thesis editing have reduced; HDR students appear to be more satisfied with and confident of their academic writing; the attractiveness of the PhD program has been enhanced, as judged by the increase in PhD enquiries and the quality of potential applicants. Research limitations/implications-The results reported here indicate that the intervention was successful. However, the sample size was relatively small and the HDR candidates and supervisors were drawn from only one faculty in one university. Practical implications-The study provides some recommendations that could be taken into account by senior management and academic staff in order to set up and deliver a facultybased writing support service for HDR students, which would bring benefits to students, their supervisors, faculties and universities. Originality/value-The value of this research is that the writing program was proven to be beneficial for universities to support research students in the development of their writing skills, which in turn, could improve the quality of thesis and ensure on time completion.