From Uncertainty to Clarity: A Career Plan Task Empowering First-Year University Students
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| Title: | From Uncertainty to Clarity: A Career Plan Task Empowering First-Year University Students |
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| Language: | English |
| Authors: | Brooke E. Harris-Reeves, Andrew G. Pearson, Helen M. Massa |
| Source: | Journal of Teaching and Learning for Graduate Employability. 2025 16(1):127-144. |
| Availability: | Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Career Counseling, Intervention, Professional Identity, Self Esteem, Career Choice, College Freshmen, Employment Potential, Career Exploration, Career Readiness, Student Adjustment, Situated Learning, Program Effectiveness, Foreign Countries |
| Geographic Terms: | Australia |
| ISSN: | 1838-3815 |
| Abstract: | This study explored the development and implementation of a Career Plan assessment task within an undergraduate degree. The task was designed to support first-year university students in exploring and positively developing their professional identity and confidence in achieving their career goals. Embedded within the curriculum, the assessment required students to complete five structured steps: Source, Analyse, Identify, Develop and Reflect. Through these steps, students identified, explored and demonstrated their self- and career-opportunity awareness, recognised and developed their employability skills and career aspirations, and clarified their sense of purpose for their future career direction. Evaluation of this task highlighted its positive impact on students, revealing growth in their confidence and professional identity. The structured nature of the task provided a clear framework for career planning, equipping students with practical skills and fostering a deeper understanding of their career aspirations. Overall, the findings demonstrate that this career planning intervention was both effective and highly valued by students, supporting their vocational development and career readiness during their transition into university life. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478680 |
| Database: | ERIC |
| Abstract: | This study explored the development and implementation of a Career Plan assessment task within an undergraduate degree. The task was designed to support first-year university students in exploring and positively developing their professional identity and confidence in achieving their career goals. Embedded within the curriculum, the assessment required students to complete five structured steps: Source, Analyse, Identify, Develop and Reflect. Through these steps, students identified, explored and demonstrated their self- and career-opportunity awareness, recognised and developed their employability skills and career aspirations, and clarified their sense of purpose for their future career direction. Evaluation of this task highlighted its positive impact on students, revealing growth in their confidence and professional identity. The structured nature of the task provided a clear framework for career planning, equipping students with practical skills and fostering a deeper understanding of their career aspirations. Overall, the findings demonstrate that this career planning intervention was both effective and highly valued by students, supporting their vocational development and career readiness during their transition into university life. |
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| ISSN: | 1838-3815 |
