Tailoring careers provision for postgraduate taught students

Researchers at Lancaster University evaluate how careers provision could be effectively tailored to meet the needs of postgraduate taught students

Key findings

• 28% of postgraduate taught (PGT) students were 'decision-making' at the time of registration in early October, when many graduate application cycles are open and deadlines approaching.
• Of those that were 'competing', 21% were ready to apply for a post doctorate, whereas 70% were ready to apply for work and 9% had already been applying for work.
• Interestingly, the high proportion of students that are 'all sorted' reveals that almost 1 in 5 PGT students are already employed or have secured a future employment within their chosen career on registration, or continued postgraduate level study for example through a 1+3 funding opportunity (Masters and PhD). This finding demonstrates that for career practitioners, careers interventions are required to address this myriad of stages.
• The significance of career stage as a predictor of positive graduate outcome highlights that students in the decision making and action planning stages require support in transitioning through the different stages of career readiness as swiftly as possible within the early stages of PGT study.
• It was often mentioned that a Bachelors degree is 'not enough'. The perception appeared to be that a PGT degree would narrow down career thinking and at the same time widen the range of opportunities the student may successfully apply for, as a result of having a higher level qualification.
• Regardless of motivation to pursue PGT study, all participants expressed some career thinking  within their decision to undertake a postgraduate degree. No participant had ignored the factor of improved career prospects when deciding to apply for their courses.
• The overall consensus is that PGT degrees narrow down career thinking. As an undergraduate, students report feeling lost and considering a variety of options. In selecting and progressing through a PGT course students reported discovering their true interests  and gaining more direction.
• Unless career planning is presented to students as a vital part of the PGT experience, perceptions of it as less important than coursework may persist, leading to panic during summer months and lack of engagement with all the opportunities and resources offered throughout the year.

About the report

This HECSU-funded research report explores how and when to support PGT students in their career development, by gathering their perspective of current levels of support, and the forms of intervention they would benefit from in enhancing their graduate prospects, and ensuring they effectively market their PG experience.