Abstract
University-to-work career transition challenges have received much attention from scholars worldwide. Completing one’s academic studies with the impending entrance into the labour market has been described as a complex, multidimensional and daunting experience. Those who have explored university-to-work transition challenges suggest a multifaceted integrated approach where relevant government, labour, employers, higher education institutions and student, graduate and postgraduate systems come together to identify interventions that may assist those embarking on the transition journey. Seemingly higher education institutions are well-placed to play a significant role in helping graduates and postgraduates successfully navigate this transition. Hence, this study’s objective was to explore the value of coaching to facilitate a positive university-to-work career transition experience for postgraduate psychometric students.
A qualitative research approach grounded in a democratic paradigm underpinned by a participatory action research strategy was employed. Twelve psychometric postgraduate participants were sourced from a metropolitan university in South Africa. The research design was implemented in two phases based on action research principles. Data were analysed thematically from multiple sources highlighting the transition challenges experienced by the postgraduates.
The main findings indicated that there were several external transition challenges outside of the participants' control. These included a perception that the higher education system did not provide sufficient guidance and support in the psychometric training programme. Delayed professional registrations by the appropriate registering body prevented them from seeking employment for up to six months once they had completed the qualification. Prohibitive work requirements prevented timely access to relevant job opportunities. In addition organisational and business cultures were in stark contrast to the academic learning culture in which they had been located.
Simultaneously, it was apparent there were intra- and interpersonal considerations requiring attention. These included psychological and emotional challenges which if unattended further complicated the university-to-work career transition. Coaching, seen as a significant developmental tool, assisted participants in identifying and
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making peace with that which they could not control and overcome while highlighting that which they could control.
The study contributes to the existing body of knowledge regarding transition coaching, postgraduates’ university-to-work career transition challenges and participatory action research design. A transition coaching model has been suggested that may be applied and further developed within higher education institutions. The model may inform value-adding and sustainable coaching programmes that assist higher learning populations in their imminent transition experiences. In addition, a conceptual model was provided to illustrate the specific challenges that arise and the shifts that appear to occur during the transition experience.
Keywords: university-to-work transition challenges, transition coaching, coachee, work readiness, graduate employability, higher learning institutions, postgraduate psychometrist, coaching relationship, transition coach, employability skills