Much is discussed about the trials and tribulations of transition from school/college to university, but the role careers services could play is largely overlooked.

I’m currently undertaking a literature review for my MRes dissertation, and am on a personal mission to discover evidence of collaboration between secondary and tertiary tier careers services. Much has been written about the psychological difficulties experienced by students in their transition to university, particularly since individuals from a wider range of socio-economic backgrounds have been encouraged to attend following a government agenda shift in the late 90s. University outreach programmes covering financial planning, student life and UCAS applications have gone some way to soften the blow, but, despite evidence that good CEIAG improves wellbeing and self-esteem, careers teams have been left out of the equation.

Learner identity and autonomy

Many studies over the last 20 years or so have come to the conclusion that students need to be taught how to ‘live as a university student’ well in advance. Here are some highlights:

• In a study titled ‘Building Bridges: Understanding student transition to university’ (Briggs, Clark & Hall, 2012) it clearly alludes to a disconnect between student expectation and the reality of university life. Systems of planned transition between schools and universities are specified as important to enable students to make better decisions. (I wonder which professionals within these institutions are particularly adept at guiding people through decision-making? Ahem…)
• ‘Bridging the Gap: Exploring the Unique Transition From Home, School or College Into University’ (Worsley, Harrison & Corcoran, 2021) uses Student Identity Development Theory as a tool to understand how students discover their abilities, aptitudes and objectives (sounds a bit ‘careers-y, no?). I almost got excited when I stumbled across the section on the role of university support services, but alas, the love was all for mental health services.
• Having read study after study concluding that early collaboration between sectors, and guidance on the realities of university vs student aspirations are vital interventions, and that student mental health overwhelmingly takes a nose-dive in their first year of study, I decided to focus on studies exlporing the connection between CEIAG and well-being. Lo and behold, my Google Scholar page was full of them. In ‘How universities can enhance student mental wellbeing: the student perspective’ (Baik, Larcombe & Brooker, 2019) students themselves state that CEIAG plays a major role in enhancing self-esteem. In ‘The Well-being Outcomes of Careers Guidance (2013), Peter J. Robertson does a wonderful job of outlining all the ways in which self-esteem and mental health is greatly enhanced by quality careers guidance.

The way forward

This was genuinely the trickiest topic so far to condense into blog form as I could bleat about it for days. On a positive note, my mission to ‘build the careers bridge’ between sectors and create greater cohesion and collaboration between secondary and HE careers teams continues!

What is your experience of collaboration between secondary and HE careers services? Do you know of any exemplary practice? I would love to hear from you either way.

References:

• Baik, C., Larcombe, W., Brooker, A., (2019), ‘How universities can enhance student mental wellbeing: the student perspective’, Higher Education Research and Development, 674-687
• Briggs, A.R.J, Clark, J. & Hall, I., (2012) ‘Building bridges: understanding student transition to university’, Quality in Higher Education, 18:1, 3-21, DOI: 10.1080/13538322.2011.614468
• Robertson, P., (2013), ‘The well-being outcomes of career guidance’, British Journal of Guidance and Counselling, 254-266
• Worsley, J.D., Harrison, P., Corcoran, R., (2021), ‘Bridging the Gap: Exploring the Unique Transition From Home, School or College Into University’,  https://doi.org/10.3389/fpubh.2021.634285