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.