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.