Jacqui Rudd-Marie

Finally wrapping up my Action Research Project as I prepare to step away for maternity leave, I’m excited to share the slides from my proposal presentation, which highlight the key findings and recommendations from my work on integrating foundation-level careers support at UAL.

http://jacqui.myblog.arts.ac.uk/files/2024/12/JR-Foundation-Careers-Support-Proposal.pdf

This project has been a deeply rewarding journey, focusing on advancing social justice, fostering inclusivity, and enhancing student outcomes through early career conversations. I hope these insights spark further conversations and inspire meaningful change. Thank you to everyone who has supported this work—I look forward to seeing its impact continue to grow!

What are the long-term implications of facilitating early careers conversations for all Foundation students, regardless of their background, and providing the tools to build sustainable creative careers?

The presentation also connects these findings to broader impacts, including increasing student confidence, improving progression to BA courses at UAL, and contributing to a more diverse and inclusive creative industry. This presentation isn’t just a summary of my work, it’s an opportunity to make the case for why early career conversations matter and how they can help every Foundation student, regardless of their starting point, succeed in their creative journeys.

Ultimately, the Foundation Careers Programme represents more than just an academic project. It’s a step toward creating a more equitable creative landscape, starting with the students who will go on to shape it. I’m excited to see where this work leads and how it might inspire further innovation in career education at UAL.

Find presentation slides here: http://jacqui.myblog.arts.ac.uk/files/2024/12/ARP-Presentation.pdf

The theories and research that guided my work provided a crucial foundation for the programme I’ve now designed. From understanding the importance of early career conversations to shaping the final Foundation Careers Programme, these readings have run as a thread through my project, helping me ground my ideas in evidence and align them with broader goals for equity and employability.

The Importance of Early Career Conversations

Early in my research, I explored theories that highlight the transformative potential of career conversations for Foundation students. David Jackson’s work on professional identity (2016) was particularly influential. Jackson argues that structured early interventions can help students form a clearer sense of who they are as future professionals, which in turn builds confidence and long-term career resilience. This aligns with my programme’s focus on providing students with tools like Career Mapping Guides and Career Wellbeing sessions on self-management. These activities aren’t just about skills development; they’re about helping students see themselves in the creative industries and develop a sense of belonging.

Similarly, Pegg et al.’s Pedagogy for Employability (2012) emphasised that employability is about embedding skills and career awareness into education in a meaningful way. This idea further influenced my decision to design a termly structure for the programme, ensuring that careers support is integrated throughout the academic year rather than being a one-off event.

The Role of Social Justice in Career Support

The social justice dimension of my project is deeply rooted in the work of Kimberlé Crenshaw (1989) on intersectionality. Crenshaw’s framework helped me to visualise how systemic barriers—such as race, gender, and socioeconomic status—compound and can further limit opportunities. This theory was a guiding principle in ensuring the Foundation Careers Programme is inclusive and representative. By incorporating diverse speakers in the Industry Speaker Panel and tailoring resources to accommodate different needs, the programme actively works to dismantle these barriers and make career pathways more accessible.

The Creative Industries Federation’s Access & Diversity Booklet (2020) provided further context, highlighting stark inequalities in creative industry representation. This reinforced the need for proactive career interventions at the Foundation level to address these disparities early. The programme’s focus on building confidence and career awareness directly ties back to these findings, ensuring that all students feel equipped to pursue creative ambitions.

Practical Skills as a Foundation

Throughout my research, practical skill development emerged as a recurring theme. Cole and Tibby’s work on embedding employability (2021) provided a framework for integrating career skills into the curriculum in a way that feels natural and impactful. This shaped the design of the CV and Portfolio Workshops in the Spring Term, which aim to give students the practical tools they need to present themselves professionally while connecting these skills to their creative practice.

The importance of these skills was echoed in the data I analyzed from first-year one-to-one appointments, where CV writing and portfolio support were consistently among the most requested topics. By introducing these workshops at the Foundation level, the programme not only addresses an immediate need but also lays the groundwork for smoother transitions into higher education or employment.

From Theory to Action: The Final Programme

The readings and theories I engaged with didn’t just inform the design of the Foundation Careers Programme, they gave it depth and direction. In the Autumn Term, the focus on career awareness helps students begin their journey with confidence. In the Spring Term, the Careers Day builds on this foundation, providing actionable skills and relatable role models. And in the Summer Term, the focus shifts to transitions, ensuring students are prepared for their next steps, whether that’s a BA at UAL or entering the workforce.

References:

Banks, M. (2017). Creative Justice: Cultural Industries, Work and Inequality. Rowman & Littlefield International.

Jackson, D. (2016). Re-conceptualising Graduate Employability: The ‘Professional Identity’ Development Model. Higher Education Research & Development, 35(5), 925-939.

Jackson, D., & Bridgstock, R. (2021). Evidencing Student Success in the Contemporary World-of-Work: Renewing Our Thinking. Higher Education Research & Development, 40(5), 980-993.

Creative Industries Federation. (2020). Access & Diversity Booklet.

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum.

Happer, C., & Philo, G. (2013). Cultural Diversity and Inclusion in Creative Industries: A Systematic Literature Review. Journal of Communication.

Kornum, N., & Chrysostomou, J. (2018). Representation and Diversity in the Creative Industries: The Case of the UK. International Journal of Cultural Policy.

Adichie, C. N. (2009). The Danger of a Single Story. TED Talk.Cole, D., & Tibby, M. (2021). Embedding Employability in Higher Education: A New Perspective (2nd ed.). AdvanceHE.

After months of research, reflection, and collaboration, I’m excited to share the final design for the Foundation Careers Support Programme. This programme has been shaped by insights gathered from interviews with pre-degree staff, surveys with employability educators, and data from first-year one-to-one career appointments. It also reflects the principles of social justice that I’ve explored in previous blog posts (read more here), ensuring that all Foundation students—regardless of their background—have access to the tools and resources they need to navigate their creative futures confidently.

The programme is designed to align with the Foundation academic calendar, providing targeted support at key moments throughout the year. Each term focuses on addressing specific needs identified through my research, from raising career awareness to building practical skills and preparing for transitions beyond Foundation.

The Final Plan: Supporting Students Year-Round

Autumn Term: Career Awareness and Engagement

Goal: Introduce students to career resources, raise awareness about career options, and promote future events.

Activities:

• Careers Stand at Progression Fair
  A visible presence at the fair, hosted by Careers & Employability (C&E), to showcase available resources, promote upcoming events, and introduce students to the concept of career planning early on.
• Career Mapping Recorded Guide
  A self-guided resource that helps students reflect on their values, interests, and skills, and explore potential career paths that align with them. This tool addresses the need for early career awareness, as highlighted in my research, by giving students the space to think about their futures without pressure.

Spring Term: Practical Employability Career Day

Goal: Equip students with essential career tools to support progression to UAL or other pathways.

Activities:

• CV and Portfolio Workshops
  Practical sessions designed to help students present their creative work effectively, whether for BA applications or professional opportunities.
• Industry Speaker Panel
  Short talks by entry-level professionals and recent alumni, sharing realistic and relatable career journeys. This addresses a key theme from my research: the importance of showcasing diverse voices and alternative pathways to success.
• Career Wellbeing Recorded Guides
  A set of resources focused on self-management, goal setting, and collaborative working skills to support students’ during their creative education and careers.

Summer Term: Exit Strategies and Career Confidence

Goal: Prepare students for post-Foundation transitions, whether they continue to higher education or enter the workforce.

Activities:

• IP and Self-Promotion Workshop
  A session on protecting creative work, building an online presence, and effectively using social media to promote professional goals.
• Career Progression Clinics
  One-to-one advice sessions tailored to students feeling unsure about their next steps, whether they plan to progress within UAL or pursue alternative routes.
• Career Wellbeing Recorded Guides
  Resources addressing self-doubt and comparisonitis, common challenges for students navigating the next stages of their careers.

Aligning with UAL’s Goals

This programme has been designed not only to support students but also to align with UAL’s broader priorities to help me secure support and funding from management. By providing robust careers support, the programme can:

• Enhance Conversion Rates: Early engagement with careers resources can help students see the value of staying within UAL for higher education.
• Improve Ofsted Ratings: By embedding careers education into the Foundation curriculum, we address areas highlighted for improvement in inspections.
• Support Graduate Outcomes: Equipping students with employability skills early on lays the groundwork for long-term career success, benefiting UAL’s graduate metrics.

Looking Ahead

The next steps for me are preparing a 10-minute presentation of my action research project for tutors on 4th December and refining it for a pitch to C&E management on 16th December. While I know presenting to management is always a little nerve-wracking, I feel ready to make the case for why this Careers Day Programme deserves to continue beyond my PgCert studies and secure funding for implementation.

It feels like the pieces are finally coming together, and I’m looking forward to seeing this project take shape—not just as an academic exercise, but as something that could have a lasting impact on UAL’s students and the creative industries they go on to shape.

As my action research project evolves, I’ve found reflexive analysis to be an essential tool for synthesising insights gathered from my interviews with pre-degree staff, survey responses from employability educators, and first-year one-to-one (121) data. This reflective process allows me to revisit and critically evaluate my findings, uncovering recurring themes and priorities that will guide the design of effective and inclusive careers support for UAL Foundation students.

Through this analysis, I’ve been able to assess the most pressing areas of focus for the Foundation Careers Programme, while grounding these findings in the broader principles of social justice and inclusivity that underpin my work. As discussed in previous blog posts (available here), ensuring that all students—particularly those from underrepresented groups—feel supported in navigating their creative futures is at the heart of this project.

Revisiting Key Insights

1. Career Awareness and Early Engagement

One of the clearest patterns across my data is the critical importance of early career awareness. In interviews, pre-degree staff emphasized that many students lack a clear understanding of the diverse roles available in the creative industries. For example, one survey participant noted, “Students often don’t realise the range of opportunities out there—they think of only a few mainstream careers and miss out on roles that could align better with their skills and interests.” This aligns with findings from the Creative Industries Federation’s Access & Diversity Booklet (2020), which highlights the need to showcase a broader spectrum of careers to foster inclusivity and engagement.

From a social justice perspective, this lack of awareness disproportionately impacts students from underrepresented backgrounds who may not have access to industry networks or role models. By incorporating career mapping guides and featuring diverse voices in panels and workshops, we can challenge this gap and help students see a place for themselves in the industry.

2. Practical Employability Skills

Another recurring theme is the need for practical skills development, such as CV writing, portfolio building, and networking. The first-year 121 data showed a steady demand for these topics, with CV support requests increasing from 12.9% to 17.39% over three academic years. In my survey with employability educators, these skills were consistently ranked as high-priority for early-stage students.

The emphasis on these skills reflects a broader need for accessible, actionable career support, which my reading of Cole and Tibby’s work on embedding employability (2021) has reinforced. Their framework highlights the value of integrating practical workshops into the curriculum to ensure that students develop confidence in presenting their work and navigating professional environments.

3. Inclusivity in Career Conversations

The interviews also underscored the importance of creating inclusive career programming that resonates with a diverse student body. Trudi, one of the pre-degree staff members, pointed out that many Foundation students use the year to decide whether the creative industries are even for them. She observed, “For some students, it’s about representation—if they don’t see people like themselves succeeding in the industry, they struggle to imagine their own path.”

This connects directly to my previous blog post on social justice in action research (available here). Drawing on Kimberlé Crenshaw’s work on intersectionality (1989), I’ve reflected on how compounded barriers—such as race, gender, and socioeconomic status—affect students’ career confidence and access to opportunities. The Careers Day must therefore include diverse role models and practical advice tailored to different pathways, ensuring that all students feel supported, regardless of their circumstances or aspirations.

4. Timing and Structure of Careers Support

An important logistical theme that emerged from my interviews and survey analysis is the timing of careers interventions. All three pre-degree staff members agreed that careers support should be delivered termly to align with key student milestones.

The data also highlights the need to balance structured activities with flexible, accessible resources. Pre-recorded guides, for example, can allow students to engage with content at their own pace, addressing barriers such as time constraints or confidence issues. This approach aligns with research by Jackson and Bridgstock (2021), which emphasises the importance of flexibility in employability programming to accommodate diverse student needs.

Looking Ahead

As I reflect on everything I’ve learned through this process, I’m feeling excited and ready to move into the next phase: designing the programme and preparing to present it to management. The reflexive analysis has helped me clarify the most important areas of focus for Foundation careers support, and I now feel confident that I have a strong foundation (pun intended!) to build something impactful.

I’m particularly motivated by how much this project aligns with UAL’s wider goals—supporting student progression, improving graduate outcomes, and even addressing Ofsted’s recommendations for careers education. But beyond the institutional benefits, what really drives me is knowing that this programme could make a real difference for students and be a part of creating a more diverse creative industries.

The next steps are all about turning these insights into action. I’m excited to bring together everything I’ve learned from my research, interviews, and surveys to design a programme that truly meets the needs of Foundation students.

As part of my action research project to design a Careers Support for Foundation students at UAL Pre-Degree College, I recently conducted three interviews with key colleagues from the pre-degree school. The aim of these interviews was multi-fold:

• To build connections with staff who could support the initiation and implementation of my project.
• To understand the specific needs of Foundation students in relation to careers support.
• To explore how and when careers conversations could best be embedded into the Foundation year.
• To gather insights into barriers, opportunities, and ideas for an impactful Careers Day.

In preparing for these interviews, I shared a set of structured questions in advance to help focus the discussions, touching on employability skills, potential barriers, and ways to align the Careers Day with the current curriculum. The responses provided a wealth of qualitative data, which I analyzed thematically to identify trends and actionable insights for the Careers Day prototype. The feedback has been invaluable as I start shaping a program that addresses the needs of students and how my project could benefit the broader institutional goals, including improving the school’s Ofsted rating and conversion rate from Foundation to BA enrolment.

Thematic Analysis: Key Trends and Insights

For the thematic analysis of the Foundation staff interviews, I carefully reviewed the interview notes and identified recurring language and ideas that appeared across all three discussions. I looked for patterns in the responses, noting specific terms, concepts, and issues that were raised by the staff. By grouping these recurring ideas together, I was able to uncover the key themes that were central to their views on Foundation students’ career support needs.

1. Career Awareness and Early Industry Insights

A significant theme across all interviews was the need to introduce career awareness and industry insights early in the Foundation year. Many students, particularly those exploring creative careers for the first time, lack clarity on what roles exist in the creative industries and what paths might align with their skills.

• Claire highlighted that “students need to see the breadth of creative roles early on to give them direction and motivation.”
• Trudi emphasized the value of entry-level speakers: “Hearing from creatives in modest early roles could provide a realistic view of sustaining a creative career.”

These perspectives align with my previous blog post on social justice (available here), where I discussed the importance of diverse narratives in career education. The Creative Industries Federation’s recent study on inequality in the creative sector also reinforces this need, highlighting how working-class young people are often excluded due to a lack of access to relatable role models and career pathways.

2. Practical Skill Development: Portfolios, CVs, and Intellectual Property

Another strong theme was the importance of practical workshops to help students build foundational employability skills. All three interviewees identified CV writing, portfolio development, and understanding intellectual property (IP) as critical areas.

• Claire suggested including termly workshops, with a focus on “portfolios and CVs in spring and professional practice with IP in summer.”
• Trudi recommended sessions on online promotion and protecting IP, noting, “These are essential skills for students entering the creative industries.”

This feedback aligns with my previous research on embedding employability skills early, such as the frameworks outlined in Cole and Tibby’s work on employability (2021). These workshops would not only equip students with practical tools but also boost their confidence in presenting themselves professionally.

3. Engaging Formats: Speakers, Panels, and Research Skills

The structure and format of the Careers Day were discussed extensively, with interviewees favoring interactive, student-centered approaches.

• Trudi advocated for panels featuring “entry-level creatives, apprenticeships, and side hustlers” to provide tangible examples of early creative careers.
• Christopher suggested “workshops on how to research jobs and where to look,” as well as collective discussions on networking and self-promotion.

Both approaches emphasize the importance of interactive and practical learning formats that encourage student engagement. These formats align with Jackson and Bridgstock’s research, which highlights how experiential career education supports professional identity development and confidence building.

4. Barriers to Engagement

A recurring theme was the barriers that may prevent Foundation students from engaging with career support.

• Financial pressures: Trudi noted that some students may feel overwhelmed by the costs of further study and need support in finding work during their Foundation year.
• Perceptions of relevance: Christopher highlighted that students need to see the immediate value of career conversations: “It has to focus on relevance to current students and their journey as Foundation students.”
• International student context: Trudi pointed out that many international students plan to return home, making it essential to tailor advice that reflects their global career needs.

These barriers also relate to this recent report by The Guardian, which highlights how working-class young people often feel excluded from the creative industries due to systemic inequalities and a lack of accessible support. Embedding career conversations earlier could help address these issues by making employability resources more visible and creative careers more relatable and accessable.

5. Timing and Structure

When asked about the optimal timing for careers support, all interviewees agreed that termly touchpoints would be most effective:

• Autumn Term: Introducing career awareness and promoting the Careers Day through events like a stand at the Progression Fair.
• Spring Term: Practical workshops on CVs, portfolios, and applications, supporting progression to UAL or alternative routes.
• Summer Term: Focus on exit strategies, such as self-promotion, IP, and navigating the creative industries after Foundation.

Claire added that careers support could positively impact conversion rates from Foundation to UAL undergraduate programs: “If students see UAL is supportive with careers, they may feel more inclined to progress to a BA here.” And Claire, Trudi and Christopher all emphasized that embedding careers support would also enhance the college’s Ofsted rating, aligning with the framework’s focus on employability.

Next Steps: Applying Insights from Interviews

The insights from these interviews has been vital to develop careers support tailored to Foundation student, with a focus on career awareness, practical skill-building, and engaging formats. These thematic findings will shape the program structure and content, ensuring it aligns with student needs and addresses possible barriers. Additionally having a better understanding of how my ARP could support the schools wider goals, including conversion rates and Ofsted requirements, will support my presentation to C&E management and make a case for funding.

I recently conducted a survey with employability specialists in UAL, to support progress with my action research project and design a Careers Day Programme for Foundation students at UAL Pre-Degree College. By exploring first-year students’ specific career support needs through the lens of these employability specialists, I hope to better understand the challenges and skills gaps that emerge at the start of degree-level study. This insight from those who work directly with first-year students is incredibly valuable as it highlights where early-stage interventions, such as those provided during Foundation, could better prepare students for their future.

In previous blog posts (available here), I’ve discussed how early career conversations can boost student confidence, career well-being, and employability, especially for those from underrepresented backgrounds. This analysis of these educators’ responses will provide a supporting perspective for determining what should be prioritized in the Careers Day Programme, supporting my ongoing commitment to social justice in career education.

Using Thematic Analysis to Understand Educators’ Perspectives

To interpret the survey results, I applied thematic analysis, this method allowed me to group the feedback into core areas that educators see as crucial for supporting Foundation students effectively.

Thematic Analysis of Employability Educators’ Survey

My process of using thematic analysis was quite basic, I began by reading all the responses in detail and grouping similar ideas and language used and began highlighting recurring themes in a word cloud. For example, many educators emphasised the importance of career awareness/understanding as well as confidence and motivation, noting that students often lack knowledge of creative industry roles and struggle with self-doubt. The results of my analysis were these four themes:

1. Career Awareness and Industry Understanding

A recurring theme was the importance of helping Foundation students gain a broader understanding of the creative industries and the various career paths available to them. Many educators emphasized that students at this level often lack awareness of the diversity within creative roles, which could limit their career ambitions. One participant noted, “Students are unaware of the variety of roles available in creative industries, which can limit their career ambitions early on.” This aligns with David Jackson’s research on professional identity formation, which stresses that early exposure to career options can help students build a strong foundation for their career development (Jackson, 2016).

Survey responses also highlighted the value of diverse career narratives that go beyond traditional paths. By introducing students to a wide range of industry roles, we can broaden their perspectives, helping them see the industry as more inclusive and accessible. This connects to my social justice goals discussed in previous blog posts, which focus on addressing representation gaps and making career pathways visible.

2. Building Confidence and Addressing Career Anxiety

Another significant theme was the need to boost students’ confidence in their career journeys. Many educators noted that students often feel unprepared for career planning and may struggle with anxiety about taking the first steps. One respondent shared, “Students seem hesitant to engage with career resources because they feel they aren’t ‘ready’ for these conversations.” This lack of confidence can hinder their engagement with the career support team, making it crucial to create an environment where they feel encouraged to participate.

This insight is reinforced by Kimberlé Crenshaw’s intersectionality framework, which shows that students from diverse backgrounds can face compounded challenges and barriers to engagement (Crenshaw, 1989). By building a supportive foundation through the Careers Day, I hope to ensure that all students, regardless of background, feel empowered to take control of their career planning early on, promoting equity in access to career resources.

3. Developing Practical Employability Skills: CV Writing and Portfolio Building

The theme of practical skill-building was also prominent, with educators frequently highlighting the importance of early workshops on CV writing and portfolio development. As one educator explained, “Teaching students how to create a CV and portfolio at the Foundation stage would give them a head start, reducing stress later on.” These skills are crucial for students who may not have previously been exposed to the professional aspects of the creative industries and align with Cole and Tibby’s employability framework, which emphasises that developing these skills early helps students feel prepared and capable (Cole & Tibby, 2021). Embedding CV and portfolio workshops within the Careers Day would directly address these needs, providing students with tools that will serve them throughout their studies and into their careers.

4. Interactive Learning Formats: Workshops and Industry Networking

When asked about the most effective formats for career education, educators expressed strong support for interactive workshops and networking opportunities with industry professionals. These formats were seen as particularly beneficial for encouraging students to participate actively, make connections, and gain practical experience. One participant recommended, “Interactive sessions encourage students to actively participate, which helps them build confidence and take ownership of their career development.” This feedback aligns with the Creative Industries Federation’s Access & Diversity report, which emphasizes the importance of inclusive, hands-on career events that make students feel welcome and supported (Creative Industries Federation, 2020).

By incorporating interactive workshops and networking sessions, the Careers Day can foster an environment where students feel engaged and are encouraged to apply their learning directly, helping them build both skills and confidence.

Next Steps: Using These Thematic Insights to Shape the Careers Day

The insights from this thematic analysis will support my ARP as I develop the Careers Day Programme. These themes provide a clear framework for designing sessions that meet the expressed needs of students, from broadening industry awareness to practical skills development. As part of this next phase, I hope to reach out to the survey participants for further quotes on the different challenges they observe between first-year and third-year students, as well as their perspectives on the importance of early career conversations. This additional input will help refine the programme’s focus and ensure it aligns with students’ needs as they progress in their studies. However I need to be realistic with my time allowance as I am presenting my ARP on 4th December.

Overall, this survey analysis has further underscored the importance of a comprehensive, inclusive approach to early career support. With these insights, I am better equipped to design a Careers Day that is both responsive to foundation students’ needs and supports the broader goal of social justice in creative careers and education.

In continuing to develop my action research project—a Careers Day Programme for Foundation students at UAL Pre-Degree College—I’ve taken a closer look at data on career support demands from first-year students over the past three academic years.

In previous blog posts (available here), I’ve discussed the importance of early career conversations, including how they help students build professional identities, boost confidence, and foster inclusivity in the creative industries. Through this analysis of 1st-year career appointment data, I aim to further understand how early interventions could address these same concerns before students reach their degree studies, enhancing their overall career well-being and employability.

See full data breakdown at the end of this blog.

Why I’m Looking at 1st-Year One-to-One Data

The first-year one-to-one appointment data provides a useful perspective on the career needs and challenges that students experience at the beginning of their university journey. By analysing this data, I hope to gain insights into the types of support students need most when they start their degrees. This will help me shape a programme that equips Foundation students with critical employability skills and career confidence even before they transition to their degree studies.

Research such as David Jackson’s work on professional identity formation highlights that structured support in developing professional identities at an early stage can make a significant difference in students’ career trajectories (Jackson, 2016). Additionally, my readings on employability, such as Cole and Tibby’s work on embedding employability within education (2021), suggest that when institutions integrate employability skills early, students are better prepared for the demands of both their studies and future careers. This has strengthened my belief that a well-structured Careers Day for Foundation students could proactively address these needs and reduce the reliance on one-to-one appointments once students start their degree programs.

Assessing Engagement Trends

The data on one-to-one appointments reveals a steady demand for career support among first-year students, with total bookings rising from 53 in 2021-2022 to 67 in 2023-2024. Attendance rates have fluctuated slightly, with the highest rate recorded at 72.73% in 2022-2023, indicating that many students actively seek out this support early in their academic journey. This demand is in line with Jackson’s findings on early engagement and identity-building, suggesting that students value these conversations and find them necessary to begin shaping their career paths (Jackson, 2016).

However, non-attendance rates remain high (32.84% in 2023-2024), which points to possible barriers to attendance, such as uncertainty around how these sessions could help or perhaps hesitancy about engaging with career services. By integrating career guidance earlier in their Foundation year, the Careers Day could introduce students to the resources available and help them feel more comfortable accessing these services when they transition to degree study.

In terms of topics, the data shows that general career advice and guidance is consistently the most requested support area, though it has declined slightly from 38.71% in 2021-2022 to 28.99% in 2023-2024. Meanwhile, requests for CV support have gradually increased, from 12.9% in 2021-2022 to 17.39% in 2023-2024, reflecting a growing interest in practical employability skills. This trend suggests that many students start their degrees with a need for foundational career navigation skills and specific tools, like CV writing. As Cole and Tibby argue, embedding these skills early within an educational framework can give students a sense of direction and reduce stress as they progress in their studies (Cole & Tibby, 2021).

Engagement across UAL colleges also reveals some interesting insights. The London College of Communication shows consistently high engagement with career support, with bookings holding steady. Colleges like Central Saint Martins and London College of Fashion show varied engagement levels, with Central Saint Martins experiencing an increase from 11 bookings in 2021-2022 to 21 in 2023-2024 while CCW collages engage the least with the one to one service.

Next Steps in My Action Research Project

To refine the Careers Day Programme based on these insights, the next steps in my action research involve gathering further input through interviews with pre-degree staff and a survey with UAL’s Careers and Employability (C&E) team. Together, these methods will provide a comprehensive view of Foundation students’ needs and help tailor the Careers Day content.

Interviewing Pre-degree College Staff – These discussions will help me understand the curriculum’s current approach to career support and identify any gaps that the Careers Day could address. By learning directly from those who work closely with Foundation students, I’ll be able to develop programming that aligns with existing teaching practices and fills any critical support gaps.

These interviews will also incorporate the findings from my previous research on diversity and representation, such as Kimberlé Crenshaw’s work on intersectionality. Crenshaw emphasizes that compounded challenges due to race, gender, and other intersecting identities can limit a student’s sense of belonging (Crenshaw, 1989). By embedding feedback from pre-degree staff on these challenges, the Careers Day can be designed to ensure all students feel represented and supported as they begin their career journeys.

Surveying UAL’s Careers and Employability Team – I’m conduct a survey with the C&E team to gather insights into the specific skills and guidance that first-year students typically require. This survey will help pinpoint the areas of support that careers professionals consider most critical for early-stage students, allowing me to further refine the Careers Day content. By combining these survey findings with the data from one-to-one career appointments, I can identify priority areas for employability support and tailor the programme accordingly.

This data-driven approach aligns with the research of Jackson and Bridgstock, who advocate for structured employability frameworks to be implemented early in a student’s academic journey to maximise impact on graduate outcomes (Jackson & Bridgstock, 2021). Incorporating the C&E team’s practical insights will ensure that the Careers Day is designed with a solid understanding of what students need most at the beginning of their academic careers.

Shaping the Careers Day Programme

Together, these next steps will help shape a Careers Day that not only addresses students’ immediate career readiness needs but also supports their long-term employability by building their professional identities and fostering an inclusive career outlook. By aligning this programme with the actual demands observed in first-year career support data, I hope to create a more seamless, supportive experience for Foundation students as they prepare to transition into degree study.

Data Breakdown

Here is a breakdown of some of the 1st year undergraduate bookings of one-to-one career discussion appointments.

Bookings and attendance data for 1st year students across the past three academic years.

First years booking one to ones broken down by which UAL college they attend.

Top three favourite topics requested for support in one to ones by 1st year students.

Student status of 1st year students booking one to ones. 

I’ve been delving into research to explore how early career conversations can benefit Foundation students, not just in terms of employability but also by enhancing their overall career well-being, to support developing my survey, interview questions and data focus. From authors like Banks, Crenshaw, and Jackson, to reports from the Creative Industries Federation, it’s clear that early interventions can provide the structure needed for students to feel represented, motivated, and better prepared for their future careers.

Why Start Career Conversations Early?

Research points to significant inequalities in creative fields, where issues of access and representation affect the industry’s overall diversity. For instance, Mark Banks argues in Creative Justice: Cultural Industries, Work and Inequality that equitable opportunities need to be intentionally created at early stages to begin addressing systemic inequalities in the creative industries (Banks, 2017). These insights are especially relevant to Foundation students, who are often exploring creative career options for the first time. For many students, early career conversations are critical because they can clarify career paths, instill confidence, and help students envision themselves in the industry.

Studies by David Jackson further support this approach, discussing how building a “professional identity” is essential to employability, and how early, structured career conversations can play a pivotal role in this process (Jackson, 2016). Jackson and Ruth Bridgstock also emphasize that students’ employability outcomes are more favorable when institutions support this identity formation from the start (Jackson & Bridgstock, 2021). These findings support the notion that embedding career conversations early in the Foundation year can set students up for successful transitions into the creative sector and help UAL achieve stronger graduate outcomes.

Supporting Student Career Wellbeing

Research suggests that a lack of career guidance early on can lead to anxiety and a sense of disconnect for students, particularly those from underrepresented backgrounds. This theme surfaced in the Creative Industries Federation’s Access & Diversity Booklet, which reveals that many underrepresented students feel alienated from the creative industries due to limited early career support, which contributes to feelings of uncertainty and inadequacy (Creative Industries Federation, 2020). Kimberlé Crenshaw’s work on intersectionality also underscores that students may face compounded challenges based on intersecting identities, such as race and gender, which can amplify these feelings of exclusion (Crenshaw, 1989).

To address this, I believe that career conversations at the Foundation level could introduce structured career support as a form of well-being intervention. This aligns with the findings of Happer and Philo in their study on diversity in creative industries, which suggests that providing early, inclusive support can build a foundation for mental and career well-being, leading to higher retention and engagement in creative fields (Happer & Philo, 2013). By offering a supportive environment early on, we are creating a space where students feel empowered to explore their unique talents and aspirations, contributing to a healthier mindset toward their career paths.

Embedding Diversity into Career Education

Many of the readings I’ve engaged with, like those by Kornum and Chrysostomou (2018) and the Creative Industries Federation (2020), highlight that diversity in career education is essential for fostering an inclusive environment where all students feel represented. Kornum and Chrysostomou’s work points to the need for representation within career education itself, suggesting that seeing diverse voices and stories in educational contexts can influence a student’s sense of belonging in their prospective industry (Kornum & Chrysostomou, 2018). Meanwhile, Adichie’s TED Talk, “The Danger of a Single Story,” suggests that offering varied and authentic narratives of success is fundamental to showing students that there is no single path to a fulfilling career (Adichie, 2009).

Incorporating diverse case studies and guest speakers into the Foundation-level Careers Day is one way to put these ideas into practice. By presenting a range of career journeys, including those of BAME professionals, people with disabilities, and individuals from various socioeconomic backgrounds, we can demonstrate that creativity thrives in diverse perspectives. Through this representation, students can begin to see career paths that reflect their own identities, which is a powerful motivator and can contribute to building a more diverse pipeline of future creative professionals.

Aligning with UAL’s Graduate Outcomes

My research also make a strong case for the relationship between early career education and positive long-term outcomes. In Evidencing Student Success in the Contemporary World-of-Work, Jackson and Bridgstock argue that employability initiatives are most impactful when they are embedded early in a student’s journey, suggesting that career conversations shouldn’t be postponed until students are in advanced stages of their education (Jackson & Bridgstock, 2021). Introducing these conversations at the Foundation level could directly support UAL’s goals of producing graduates who are well-prepared to enter the workforce, addressing both UAL’s graduate outcomes and broader industry demands for prepared, diverse talent.

Similarly, Cole and Tibby’s guide on embedding employability in higher education underlines that structured, early engagement with career support has been shown to improve student readiness and confidence, leading to stronger post-graduation outcomes (Cole & Tibby, 2021). By providing Foundation students with early exposure to career skills and insights, we help set a foundation that can support their employability through their entire academic journey and beyond. This structured approach to employability aligns closely with the goals of my action research project, which aims to enhance employability while promoting inclusivity and representation.

Reflections on the Importance of Early Career Conversations

Throughout this research, it has become evident that early career conversations aren’t just an extra resource—they’re essential to creating an inclusive, supportive, and effective career education framework. The more I read, the clearer it becomes that offering these conversations to Foundation students could not only support their personal and professional growth but could also positively impact diversity in the creative industries over time.

As I continue developing the programme, I’m committed to applying these research insights to ensure that Foundation students are equipped with the guidance and confidence they need early on. It’s not just about career skills; it’s about helping students envision a career in which they feel they truly belong. Through these carefully designed conversations, my hope is that we’ll be contributing not only to UAL’s graduate outcomes but also to a stronger, more diverse creative industry.

References:

Banks, M. (2017). Creative Justice: Cultural Industries, Work and Inequality. Rowman & Littlefield International.

Jackson, D. (2016). Re-conceptualising Graduate Employability: The ‘Professional Identity’ Development Model. Higher Education Research & Development, 35(5), 925-939.

Jackson, D., & Bridgstock, R. (2021). Evidencing Student Success in the Contemporary World-of-Work: Renewing Our Thinking. Higher Education Research & Development, 40(5), 980-993.

Creative Industries Federation. (2020). Access & Diversity Booklet.

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum.

Happer, C., & Philo, G. (2013). Cultural Diversity and Inclusion in Creative Industries: A Systematic Literature Review. Journal of Communication.

Kornum, N., & Chrysostomou, J. (2018). Representation and Diversity in the Creative Industries: The Case of the UK. International Journal of Cultural Policy.

Adichie, C. N. (2009). The Danger of a Single Story. TED Talk.Cole, D., & Tibby, M. (2021). Embedding Employability in Higher Education: A New Perspective (2nd ed.). AdvanceHE.

As an employability educator at UAL and someone just starting out on my PgCert in Academic Practice, I’m at the beginning of my action research journey. My project aims to create a Career Day Programme for Foundation students to explore how embedding early career conversations can boost employability and support UAL’s graduate outcomes. But before jumping into any interviews or data collection, I had to pause and think carefully about the ethical implications of involving both staff and students in my research. This reflective process really started when I was writing my Ethical Action Plan Worksheet and received feedback from my tutor, Karen, which helped me fine-tune my approach.

Starting with Ethics: Informed Consent and Data Protection

One of the first things I tackled in the Ethical Action Plan was informed consent. Since I’ll be interviewing staff and sending out surveys to the Careers & Employability (C&E) team, it’s crucial that everyone knows exactly what they’re signing up for. This means explaining the project’s aims clearly, detailing how the data will be used, and reassuring participants that their involvement is entirely voluntary. To make this as straightforward as possible, I’ll be preparing a simple consent form that I’ll ask all participants to sign before we start. Karen’s feedback highlighted the importance of making sure participants know they can withdraw at any time, so I’ll emphasise that in every conversation, ensuring they feel fully in control.

Another important focus was data protection. I’ll be collecting a lot of valuable insights from staff and students, so protecting their privacy is essential. My plan is to anonymise all responses from interviews and surveys, so no individual can be identified. Karen also encouraged me to think carefully about how I store this data—both digitally and physically—so I’ll be using encrypted digital storage and keeping any physical notes in a secure, locked space. Only I and the data specialist from C&E will have access to this information, so I feel confident that I’m taking all the right steps to keep it safe.

Navigating the Ethical Dilemma of Recording Interviews

Recording interviews is one area where I’ve had to think extra carefully. On one hand, it’s really helpful for accuracy and ensuring I capture everything discussed. But on the other hand, it can feel invasive if not handled properly. Karen’s feedback was really helpful here. She reminded me that transparency is key—participants should always feel comfortable and in control of the process. So, I’ll be upfront about the option to record interviews and make sure I have clear, recorded consent before hitting “record.” If anyone feels uncomfortable, I’ll happily take notes instead. This simple change in approach will ensure I’m respecting everyone’s preferences while still gathering the data I need.

Emotional Wellbeing and Sensitive Topics

Given that career anxiety can be a sensitive topic, I’m mindful of how these discussions could affect participants’ emotional wellbeing. I’ve decided to take Karen’s advice and make sure that everyone I speak to knows about UAL’s wellbeing services, just in case any conversations bring up uncomfortable feelings. It’s all about making sure that, while I’m gathering important data, I’m also supporting the people I’m learning from.

Reflecting on Feedback and Next Steps

Karen’s feedback has helped shape the way I’m approaching the start of my action research. She pointed out that transparency and communication are crucial at every step of the process. This means not only explaining the purpose of my research but also being clear about my long-term goals—such as pitching the Career Day programme to C&E management to secure funding for next year. With this in mind, I’m planning to be completely open with participants about the fact that their feedback will directly influence the proposal I hope to present.

Right now, I’m at the start of this journey. I haven’t yet conducted any interviews or sent out surveys, but I feel more confident knowing that I have a solid ethical framework in place. My next step will be reaching out to the pre-degree staff and Foundation tutors to start setting up those initial one-to-one meetings and drafting the survey for careers advisors. I’ll make sure to keep Karen’s advice in mind as I do this, especially around keeping the process as clear and open as possible for everyone involved.