Conflicting geographical imaginaries in globalised labour markets: The local valorisation of international education among employers and returned international students.

While scholars have extensively investigated the post‐study career experiences of international students, there has been a dearth in the literature on the mediation of intersubjectivities in the local valorisation of international education, particularly neglecting the perspective of recruiters. Through the lens of geographical imaginaries and drawing on qualitative data from recruiters in professional sectors and returned students in China, this paper reveals the significant role of imaginaries in shaping the perceptions and practices of both parties during the university‐to‐work transitions. The findings underscore that overseas credentials, codified knowledge, and embodied competencies were central to recruiters' and returnees' imaginaries regarding international education. However, conflicts in these imaginaries between recruiters and graduates resulted in the distinct valorisation of the socioeconomic value of overseas education between the two groups and created challenges for returnees' transitions from overseas education to local professional employment. This study emphasises the importance of emplaced intersubjectivities in comprehending international student mobilities as an ongoing transnational process across global educational spaces and local labour markets. It also underscores the role of local contexts and networks in valorising and mediating the value of international education, creating place‐specific patterns of university‐to‐work transitions among returnees. Through the lens of geographical imaginaries and drawing on qualitative data from recruiters in professional sectors and returned students in China, this paper reveals the significant role of imaginaries in shaping the perceptions and practices of both parties during the university‐to‐work transitions. In short, conflicts in these imaginaries between recruiters and graduates resulted in the distinct valorisation of the socioeconomic value of overseas education between the two groups and created challenges for returnees' transitions from overseas education to local professional employment. This study emphasises the importance of emplaced intersubjectivities in comprehending international student mobilities as an ongoing transnational process across global educational spaces and local labour markets, and the role of local contexts and networks in valorising and mediating the value of international education. [ABSTRACT FROM AUTHOR]