Interesting topic of study relevant to the nutrition and dietetic readership. Good understanding of future workforce need demonstrated in introduction. National survey offers reach. Of particular interest to higher education sector are the knowledge and skills gaps identified by graduates in nutrition employment.

Points for consideration below.

Line 6-7: Study aims are not fully captured in abstract. Employability / readiness.

Line 16-21: With two thirds completing further PG study, not sure you can conclude unless this is pursued alongside employment. Sentence might just need restructured.

Line 29: Work-based or practice-based learning may be more familiar terms.

Line 55: Up to this point, it was not clear if you were including nutrition and dietetic UG courses in the nutrition courses reviewed. Consider removing mention of UG combined course earlier and just noting dietetics as a career pathway PG.

Line 57-59: Consider making reference to registration opportunities. Unclear if this is possible in Australia. E.g. RNutr, ANutr

Line 81: Make explicit earlier that you included PG nutrition degrees too. Arguably muddies the picture due to previous UG learning in potentially other fields.

Line 84: Consider including survey in supporting information.

Line 95: Re-read – administered / delivered.

Line 97: Were BOT prevention tools used? Reliability / trustworthiness of participants.

Line 129: With 42% completing degrees pre 2016, this limits value of findings. Future workforce vision is recent.

Line 133: Section on work integrated learning. Future research opportunity – would be interesting to know if employers offering WIL would then employ graduates.

Line 144: Nutrition coursework is confusing – would be preferable to stick to nutrition course.

Lines 160-161: Sentence restructuring needed.

Lines 163-167: Missing data for remaining 49%. Only 31 respondent roles noted.

Lines 175-179: Relevance?

Lines 183-197: Huge breadth and diversity of knowledge and skills. Would be interesting to categorise these with job roles. Could higher education learners choose modules which would best prepare them for a role?

Line 216: reference needed for 86% female finding.
Lines 219-226: You talk about role titles but reference to this in text is missing.

Lines 227-231: This is interesting but unclear from what you say as to which knowledge, skills and behaviours / values are key for which roles.

Lines 236-237: Do you mean that graduate chose a different career than that experienced during WIL?

Lines 245-247: Agree though do feel the data could be better used to present this discussion point. Not sure professional identity is correct terminology – more about identifying career pathways?

Lines 254-255: Not sure your data supports this conclusion. At present, it feels like nutrition courses cover a broad range of relevant topics / transferable skills but could do with offering more support / direction in relation to future employability. You do pick this up in lines 280-.

Lines 297-299: Did you ask graduates about preparedness for practice. This does not come through strongly in the findings you present.

Figure 1: Confusing. Perhaps join the 2 questions together.