Maura O’Regan June 26 th 2008 Business School (Management)

1. Undergraduates’ pursuit and understanding of career: Perspectives on career theory and challenges for career practice Maura O’Regan June 26th 2008 Business School (Management)

2. Research aim To investigate how undergraduate students conceptualise and contextualise their career by exploring the factors which influence their career preferences and the role they, others and the environment play in their career development

3. Research strategy PRACTICAL APPROACH Three Phases QUALITATIVE & INTERPRETIVE Volunteers = 30 Second year undergraduates 14 History (single or combined) 16 Economics (modules) 15 Male 15 Female Interviews & Diary entries Formal Conversations & Email Informal

4. What career theory is not telling… Coping with change? Enthusiasm and apprehension, Personal and parental expectations, Emotion ‘purpose and passion’ Kidd (1998) Affective factors Law (2005) Success of transition? Relationships, illness, bereavement, pregnancy, accommodation issues, academic achievement, stress, anxiety, depression, Routines & turning points Hodkinson & Sparkes (1997) Iterative and idiosyncratic Mignot (2004)

5. A theory of career pursuit Emerging patterns and differing student orientations to career • who are content living the university life • who are anxious and quite stressed • who are inclined to procrastinate • who pursue every opportunity

6. Young people in transition I D E N T I T Y S T U D E N T S T U D E N T C A R E E R Who I am Who I want to be Fugate, Kinichi & Ashforth (2004)

7. Motivation and career pursuit Career motivation (London & Mone, 1987) Identity How central career is to the individual’s personal identity, how you define yourself by work Insight Realistic career expectations, strengths and weakness, goal setting Resilience Ability to adapt to changing circumstance, cope with different work situations – demonstrate initiative, maintain performance levels despite pressure or lack of support

8. Orientations to career pursuit: 1 I just don’t think it is important enough for me to start worrying about what I want to do. I’d rather focus on other stuff that I think is more important like- em - like studying Career Rationalists Value their education Enjoy their university experience Likely to postpone career decisions Have established an undergraduate student identity Set a high priority on what they are gaining from university

9. Orientations to career pursuit: 2 Deliberators Did not make a smooth transition to university Found it difficult to make friends and fit in Reflect on their current situation constantly Likely to worry about being successful on their course Find new situations difficult Worry that they are not doing anything about their career ..but I’m so worried about my studies and that’s what concerns me most at the moment…

10. Orientations to career pursuit: 3 Career Hesitators Reasonably confident and enjoy university Know what they need to do to realise their career aspirations Take responsibility for their procrastination Can appear motivated but admit they are ‘lazy’ Easily distracted I won’t do anything until there is a deadline I have to reach and I won’t take action until the deadline is closing in…

11. Orientations to career pursuit: 4 Career Activists Have adapted well to university Consciously make career related choices Actively seek opportunities to realise their career aspirations Are likely to be persistent and tenacious …a benchmark. It gets you more money… A stepping stone from school to a job.

12. HIGH RELEVANCE NOW FOCUS THEN LOW CAREER CAREER ACTIVISTS HESITATORS CAREER RATIONALISTS DELIBERATORS

13. What you want, may not be what I want… Career Activists (14) (12) Progression and promotion (12) Financial security (12) Work – life balance (8) Training (6)Success and achievement (6) Team work, social opportunities (7) Enjoyment Career Hesitators (10) (8) Promotion/progression (6) People/social/team work (4) Variety (4) Enjoyment (3) Job satisfaction

14. What you want, may not be what I want… Career Rationalists (3) (2) Promotion/progression (2) People/social/team work (2) Rewarding and interesting (1) Work-life balance (1) Success and achievement (1) Use skills (1) Variety Deliberators (3) (2) To make a difference (1) Enjoyable and challenging (1) Financial security (1) Variety

15. Implications: Practical Delivery ‘One size does not fit all…’ Careers Service Guidance…? Target Career Activists at the expense of other students? Events too Business (finance) or Law orientated CMS Creative, challenging, embedding, optional…? Deliberators (too anxious), Career Rationalists (unconcerned about future), Career Activists (‘nothing new’ not challenging enough) Career Hesitators (need to be pushed and motivated) PDP Neither personal nor useful – tick box exercise if done at all

16. Implications: Practical Policy ‘One size does not fit all…’ Employability or experience? Can employability be learnt? taught? Not allPlayers or Purists (Brown & Hesketh, 2004) Makes assumptions about student priorities Increases anxiety and compounds extremes – success and failure Widening participation Change in student population different expectations? Successful transitions? Prepared to cope with uncertainty and instability? Increased / reduced numbers of Career Hesitators, Deliberators, Career Activists, Career Rationalists?

17. Implications: Theoretical • Career theory • - Highlights the limitations of existing career theory • - Need to resist the theoretical orientation that progression is linear, job choice a form of matching • - Confirms the idiosyncratic and iterative nature of career • - More research into affective factors required • Research design • - Ethical concernsabout research ‘with’ people rather than on people • Mixed methods approaches • - Need for synchronic and diachronic approaches to career

18. Thank you m.g.oregan@reading.ac.uk