Breaking the Silence: Career Guidance for Self-Initiated International Placement Students”

Kieran Conroy, Paul Joseph-Richard

Research output: Contribution to journalArticlepeer-review

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Abstract

Purpose
Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna.

Design/methodology/approach
Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis.

Findings
Findings reveal that these “voluntary” placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development.

Originality/value
Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.
Original languageEnglish
Pages (from-to)302-321
Number of pages20
JournalEducation + Training
Volume66
Issue number2-3
Early online date6 May 2024
DOIs
Publication statusPublished online - 6 May 2024

Bibliographical note

Publisher Copyright:
© 2024, Emerald Publishing Limited.

Keywords

  • Global Mobility
  • Self-initiation
  • Careers Support
  • International Assignments
  • Placements
  • Careers support
  • Global mobility
  • International assignments

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