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When I began writing this book back in the early 2000s international education was at its peak. As I write this second edition we are in the throes of the COVID-19 epidemic. Countries have closed their borders, airlines have stopped operating, social distancing measures are in place throughout the world, millions are being infected with the virus and millions are dying. Tertiary education continues, but in a greatly diminished form. Academics around the world, and the administrators that support them, are scrambling to learn more about the implementation of online learning; a term well known for decades, but which now has taken on greater significance and renewed importance. As a consequence, while much of the book remains the same, much of it is new. I have added a section on academic skill development in the area of online learning. I hasten to add I am not a specialist in this field, but still I hope the advice provided is worthwhile. Also new is an expanded section on ‘Getting started as a postgraduate’ covering managing stress and staying sane whilst completing one’s tertiary studies, especially in an online environment. This is particularly important in these challenging times, under conditions that may well involve long periods of social and academic isolation. I have added new advice for the English as a Second Language student too; advice stemming from my long experience dealing with international higher-degree students and the recurring question, ‘How can I quickly improve my English?’, and its educational corollary: ‘How can I assist my students in their English language improvement?’ Other new additions include an expanded section on ‘Criticizing and Analyzing’ covering developing critical literacy and argumentation skills using argument maps. In the section on ‘Perils and Pitfalls’ I include a developed section on citing and referencing, with general advice on what to cite and how to do it. In the section on ‘Writing for Assessment’ I include an improved section on writing genres, which now covers assessment tasks such as critical reviews, reflective writing and case study reports. I have also reworked the ‘Being Heard: Speaking for Assessment’ section. I include a section on working with classroom peers when asked to do group assessment tasks. This most difficult of all assessment tasks, groupwork, is often treated in a perfunctory manner by students and not taken seriously. However, it is an area where much can be gained. I include a new section on ‘Using the Library’ and ‘Developing a Post-Degree Brand’ as bonus chapters on the Bloomsbury website. The latter covers ‘selling oneself’ by online profiling both in the academic sphere and in the corporate context. I assume that postgraduates will, generally speaking, want to go on either with further studies or with employment. This is not meant as a substitute for a book on careers, merely an introduction to what must be considered prior to, and preferably, well before completing one’s postgraduate studies. Too often students are too busy during their graduate work to consider issues associated with preparing for employment, but – as I hope to show – there is a lot to be gained by beginning the process early. I hope the readers of this book enjoy reading it as much as I have enjoyed writing it.