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.