Jacqui Rudd-Marie

Following my recent group tutorial with Karen I’ve been reflecting further on my action research project and social justice. My project focuses on embedding career conversations for Foundation students, and this has always been about more than just employability—it’s about ensuring all students have access to the support and resources they need to pursue creative careers, no matter their background.

In reflecting on this, I realized that this project aligns with my deeper belief in creating equitable access to career opportunities for students early in their academic journey. Inspired by my past work revising the Creative Innovator programme at UAL for my Intervention Report, where the focus was on making employability initiatives more inclusive. This intervention was born from the need to address gaps in representation in the creative industries, particularly for students from underrepresented groups like those from BAME backgrounds or with disabilities.

Ensuring Equal Access to Career Conversations

My project seeks to bring these same principles to Foundation students. At the Foundation level, many students are just beginning to think about their career paths and what industries they might want to enter. Unfortunately, without structured support, some students may feel unsure about their options, or worse, might not see themselves reflected in the careers being promoted to them. By embedding career conversations early, we can help all students—regardless of their background—see the creative industries as a viable and inclusive space.

The creative industries have significant gaps when it comes to diversity, as research from the Creative Industries Federation showed that 91.9% of roles in the creative economy are held by the “more advantaged groups,” with only 2% employment growth for less advantaged groups since 2011.

The Role of Early Interventions in Social Justice

Embedding career conversations at the Foundation level is a form of early intervention, and it’s critical to helping students from all backgrounds feel empowered to pursue careers in the creative industries. Without these early touchpoints, students from underrepresented backgrounds may not have the opportunity to explore or envision their potential in these fields. Drawing on the research I encountered in my intervention report, such as Mark Banks’ work on Creative Justice, I am reminded that addressing inequalities in creative work means tackling barriers from the very start of a student’s journey, not just once they reach the degree level.

One of the key ideas that stood out to me while revising the Creative Innovator programme was the importance of intersectional social justice principles. Applying these principles to employability education means understanding that some students may face multiple barriers to entry in the creative industries, and we need to be proactive in addressing those barriers.

Career Conversations as a Path to Inclusivity

By introducing career conversations at the Foundation level, we are helping students build their professional identity while they are still shaping their creative identity. This has the potential to break down long-standing barriers in the creative industries by showing students from underrepresented backgrounds that there are people like them thriving in these careers. 

This is not just about providing information—it’s about representation. If students can see themselves reflected in the careers we talk about, it can have a huge impact on their motivation and sense of belonging in the industry.

The Long-Term Impact

My hope is that this action research project will help lay the groundwork for more inclusive employability support at UAL. By embedding career conversations early, we give all students—not just those who already know how to navigate the system—the tools to succeed. In the long run, this could contribute to creating a more diverse and equitable creative workforce, addressing some of the stark inequalities that exist in the sector today.

This project is just the beginning, but I’m excited about the potential impact it could have. As I move forward with interviews and collecting data, I’ll be keeping this focus on social justice at the heart of my work, ensuring that every student has the opportunity to access the career support they need to thrive in the creative industries.

As part of my PgCert in Academic Practice at UAL, I am undertaking an action research project that focuses on embedding career conversations at the Foundation level to enhance student employability. The goal is to design a one-day Career Day Programme tailored specifically for Foundation students, with the aim of presenting this project to the head of Careers & Employability to secure funding and approval to host the programme in the 2025/26 academic year.

This project is guided by a strong belief in social justice, ensuring that all students—particularly those from underrepresented backgrounds—have equal access to career support early in their academic journey. By embedding career conversations at this stage, I aim to help students from diverse backgrounds see themselves in the creative industries and feel confident in navigating their future careers. Ethical considerations are also central to my project, from securing informed consent to protecting the data and privacy of participants, and ensuring the research process is transparent, inclusive, and respectful to all involved.

This initiative not only supports UAL’s graduate outcomes but also addresses the broader need for diversity and inclusivity in the creative industries. By providing early exposure to career opportunities, I hope to help students recognise their potential and overcome barriers to employability.

Timeline Plan and Staying on Track

With my presentation set for Wednesday, December 4th, 2024, I have structured my action research process over the next several weeks, allowing me to effectively manage my time.

Here’s my week-by-week plan:

1. Week 1 (Oct 23 – Oct 29): Stakeholder outreach and finalising ethical documents.
   • I’ll start by reaching out to Foundation staff and the C&E team, scheduling interviews, and ensuring all ethical guidelines (like consent forms) are in place. I’ll also dive into the literature to ground my project in research.
2. Week 2 (Oct 30 – Nov 5): Conducting initial interviews and beginning data analysis.
   • I’ll start conducting interviews with Foundation tutors and sharing a survey with careers advisors to get a sense of their perspectives on employability, which will inform the programme design.
3. Week 3 (Nov 6 – Nov 12): More interviews and initial programme design.
   • With additional interviews, I’ll gather more feedback and start designing the key sessions for the Career Day.
4. Week 4 (Nov 13 – Nov 19): Programme development and stakeholder feedback.
   • By this stage, I’ll be refining the Career Day content, gathering feedback on early drafts from stakeholders, and working on initial materials.
5. Week 5 (Nov 20 – Nov 26): Finalizing programme materials and preparing for the presentation.
   • The Career Day sessions and all materials will be finalised, and I’ll also develop feedback mechanisms to evaluate the success of the event.
6. Week 6 (Nov 27 – Dec 3): Presentation preparation.
   • I’ll focus on preparing and practising my final presentation, summarising my research, programme design, and expected impact.
7. Week 7 (Dec 4): Presentation Day!
   • The final push will be delivering the presentation and submitting all necessary materials.

How I Plan to Stay on Track

To ensure I stick to this plan, I’ll be setting weekly goals and regularly reflecting on my progress. I’ll also use tools like Microsoft Planner to track tasks and deadlines, and I’ll build in flexibility where possible to accommodate any unexpected delays. Staying organised is key, but I’ll also make time for reflection on my blog, so I can adjust my approach if needed and ensure that I’m gathering the most valuable insights along the way.