Articulating passion: Career decision-making and employability perception among first-year Arts,English and Language students

Abstract

This research examined the pre-university decision-making process of first-year Arts, English and Language undergraduate students within a non-arts specific university, their perceptions of their current career readiness, barriers they have encountered, and how academic and professional services can best support their career development and confidence. Through 12 semi-structured interviews, the student perspective provided valuable insights into choices, experiences, and challenges, underscoring the importance of tailored support for arts students, recognising their passion, addressing uncertainties, and providing practical avenues for career development.

Rationale

Arts, Humanities and Social Science (AHSS) degrees currently grapple with a nuanced perceptual challenge regarding their public image. This isn’t a new problem. There has been a longitudinal decrease of students in UK universities studying humanities subjects, falling from 28% to 8% between 1961/62 and 2019/20, and in the last decade the total number of humanities students has fallen by 40,000 (Roberts, 2021). Despite the breadth of skills developed, humanities subjects are often belittled in popular discourse as having no relevance or value in a modern economy (Gannaway, 2015). Academic research has focused on the question of value in the arts and humanities (Belfiore, 2015; Small, 2013) and asked ‘are sciences essential and humanities elective’ (Olmos-Peñuela et al., 2015), highlighting tension between science, technology, engineering and mathematics (STEM) subjects versus arts subjects, and their relevance to modern society.

Political and media narratives in the UK have failed to exert a positive influence on the prevailing perception of AHSS study, with cuts in funding announced as a ‘clampdown on ‘Mickey Mouse’ degrees’ (Davis, 2022) and claiming ‘the government is cracking down on ‘low-value’ arts degrees’ (Smith, 2023). Upon entering the UK workplace, the AHSS graduate then must navigate a sector with decreasing financial support. Between 2009/10 and 2019/20 public expenditure on the arts in England fell by over 30% in real terms (Creative Industries PEC, 2023) and overall government spending on cultural services has fallen consistently in the last 2 years (HM Treasury, 2023).

In addition, when reporting on the impact of university study, the methodology employed in graduate outcomes data collection exhibits biases that adversely impact graduates in the arts. The Graduate Outcomes Survey, delivered by the Higher Education Statistics Agency (HESA), collects data from individuals 15 months after graduation. However, for arts students pursuing non-linear career paths in highly competitive industries, this timeframe may not be sufficient to report a graduate-level position or income. In the most recent 2020/21 results, a higher proportion of respondents who studied STEM subjects were in full-time employment or full-time study than those who had studied non-science subjects (HESA, 2023). These headlines miss the nuances of graduates gaining experience and building portfolios as they establish themselves professionally.

Despite growing defence of the value of AHSS study and the value it brings to the economy (O’Mahoney et al., 2019; Thain et al., 2023), students studying arts degrees are continuing to navigate challenges posed by stereotypical perceptions (Cunningham and Bridgstock, 2012; Lennox, 2023). When the commonly accepted narrative highlights that arts students may have to defend both their choice of degree subject and work sector, what are the key career drivers and influences that encourage this cohort to study AHSS subjects.

In order to examine the influences impacting this group, and what support university academic and professional services could offer to support graduate outcomes, this research engaged the student voice to examine how to best co-create interventions and encourage career management confidence. Detailed qualitative interviews with Arts, English and Languages (AEL) students who have just completed their first year as an undergraduate, gave an insight into the motivations and aspirations of this group at the beginning of their higher education journey, and their reflections highlight the support this cohort would value in developing their career skills development.

Literature review

This literature review aims to consider the existing body of research on the career trajectory influences and motivational factors that have led first-year undergraduate AEL students to their current study and personal definitions of career readiness.

An undergraduate student’s first year of university

Identifying pertinent literature focusing on first-year undergraduate arts students within a careers framework context can be challenging because of the specific criteria being applied for inclusion. There is clearly an interest in this cohort stage, and significant previous research has looked at the career readiness, or career decision-making processes, of first-year undergraduate students in multiple subjects, including STEMM students (Bennett et al., 2020), engineering students (France et al., 2022; Godwin and Kirn, 2020; Lakin et al., 2020), law students (Hedegard, 1979; Pratt and Allen, 2016) and also medical disciplines (Bernabé et al., 2006; DeRemer et al., 2021; Gottlieb-Smith et al., 2020; Sharma et al., 2021).

Research has also focused on this cohort stage separate from discipline studied, focusing on transition management (Schaeper, 2020) and difficulties in career decision-making (Natia and Nino, 2020), using large-scale quantitative methods to analyse cross-disciplinary themes. At this pivotal point of transition, studies highlight that this cohort need clear and relevant information and feedback to inform career decision-making (Bennett et al., 2020) and recognise the influence of higher education on a student’s present and future career decisions and career confidence (France et al., 2022).

Research on arts students

In addition to the research on first-year undergraduate students in general, a separate body of literature has specifically examined arts students as a discrete group regarding career management. At the graduation end of the university journey, studies currently exist which have examined the employability of arts and creative students just before and after they graduate, assessing their employment outcomes, how they perceive their professional identity and their confidence entering the workplace (Bennett, 2009; Bridgstock, 2011; Lennox, 2023; Lingo and Tepper, 2013). Key findings from these studies

demonstrate empirically that a group of final-year undergraduate students who report having well-developed career self-management skills experience higher levels of subjective and objective career success after graduation (Bridgstock, 2011: 17)

These established career management skills are vital tools in navigating the entrepreneurial and often protean nature of working in the arts industries (Lingo and Tepper, 2013), as well as the transition from a student identity to a workplace identity (Holmes, 2015; Lennox, 2023).

Bringing the two themes together

Despite the interest of research in first-year undergraduate students, and an interest in arts and creative students’ employability, limited research has been conducted which brings these two themes together, exploring the career decision-making processes and influences on first-year arts students, examining their perceptions of where they are in their career journey, and what support this specific cohort would find useful in developing career management skills.

The literature which does exist on this specific group highlights the variety of experiences and expectations within the subjects. The work of Yorke and Vaughan (2013) on art and design undergraduates was initiated through student data feedback which was not as positive as expected. They choose the early university experience as a focus, stating ‘first-year study is particularly important because it can enhance or diminish – even extinguish – a student’s chances of success’ (p 215). Of the institutions surveyed, the universities which displayed the highest levels of correlation between expectation and experience had given significant prior information before enrolment and had continued engaging with students throughout their first year. Their findings from the art and design students revealed considerable variety in what the cohort wanted and expected from their higher education experience. They highlighted the tension between the students who wanted to be taught as opposed to those who wanted to be ‘left free to pursue their own [discipline relevant] interests’ (p 226). This dichotomy was also revealed through opinions on formal timetabling. Where a programme has left significant space in the schedule, staff need to be explicit that this is to be used for practice or gaining relevant experience. This was reflected in the feedback for value for money, contact hours and assessment methods. The authors highlighted a need that ‘art and design tends to be quality-sensitive rather than price-sensitive, [that] quality has to be the primary driver of the student experience’ (p 227).

While the Yorke and Vaughan (2013) study provides useful insights into expectations, it focuses on the overall first-year undergraduate experience. The self-reported survey data is limited in fully capturing the nuanced student career experience in this time frame.

The importance of timing

Tolmie (2014) carried out similar research with first-year music undergraduates, examining career aspirations and motivation, using detailed written qualitative feedback to assess student behaviours. They established that while career interventions were becoming increasingly present in creative degrees, they tended to be in the latter stages and ‘some critics consider this is too late’ (p 73). This research highlighted the need for ‘industry-ready versus industry-prepared’ (p 74) and the ability to navigate a career of macro unknowns. This was supported by Daniel (2013) who highlighted the problem of courses which only focused on academic study,

with limited time dedicated to developing an understanding of the broader context in which students will be required to operate, to develop a career and also to survive, not only artistically but financially. (2013: 226–227)

This theme was supported by Bridgstock (2009) who also stressed the importance of timing, stating ‘career management skill development needs to begin early in university programs and should be a mandatory and assessable component of coursework’ (p 40).

Tolmie and Daniel both argue for sustainability, that even though financial motivation was not a key driver at this early career stage, students should be aware of the mechanics of the portfolio career, and the importance of networking and consistent work experience to broaden their horizons for action (Hodkinson and Sparkes, 1997). This idea of multiple options was reinforced by Freer and Bennett (2012) and Hallam and Gaunt (2012) who stated that the first year needs to be the time to introduce the concept of multiple selves and explore the realities of working in their chosen sector in a sustainable, long-term manner. This idea is especially relevant because of the diversity represented within the school of AEL – the six disciplines included are English, drama, music, film studies, broadcast production and modern languages. While some of these students associate their subject with a particular sector, graduate outcomes data reveals alumni enter a range of occupations. Allowing and encouraging students to explore multiple options with their degree skill set, throughout their university experience, can help broaden horizons and increase confidence in decision-making.

Research questions

While previous research identified first-year arts career decisions were influenced by students wanting to use their subject in their career (Tolmie, 2014) and also appreciating the diversity their degree offered (Mikkonen et al., 2013), a gap exists examining career influences more recently post-covid pandemic, and how to develop this feedback into practical career support. To the best of our knowledge, no studies have qualitatively surveyed first-year arts students in a non-arts specific university to support understanding of career journey influences and supports needed. The environment of the non-arts specific institution is relevant due to the contrasting support which a conservatoire or arts-specific university would provide. In the latter, students often avail themselves of established industry-specific networks, which provide opportunities for work experience and connections, with professional partnerships and client-based projects built into the curriculum (Fleischmann, 2015). Academics often have previous careers in the creative industries and students can receive individual tuition (Gaunt, 2010; Rowley et al., 2021). Peer support and community can be strong in an arts-specific institution. Previous research has highlighted that arts students in a non-arts specific institution often feel they have to justify their subject choice and perceive employability support bias towards STEM and more vocational courses (Lennox, 2023). Individuals in non-arts universities who want to work in creative industries may have to be increasingly and independently proactive to gain relevant work experience and build networks. This research aims to contribute to the body of literature by highlighting the current undergraduate AEL voice, establishing how their past experiences have influenced their degree course decision-making, and offering practical student-led interventions and their implications for academic and professional service support.

The following main research questions will be addressed -

• What influences have led AEL students to their current degree study? (Understanding student motivation and sector awareness)

• How have the experiences of their first year at university impacted their career development? (Were support expectations met and student assessment of personal development)

• What barriers do AEL students face, or perceive to face, in gaining meaningful graduate employment? (What do support services need to consider or address)

• How can a careers service work with AEL students to help them reach their potential?

Understanding these key influences, motivations, expectations and lived experiences of first year AEL students will add to the current body of research by highlighting the student voice. The objective of this study is to provide evidence that can inform and enhance the effectiveness of career input in assisting arts students in the cultivation of lifelong career management skills, facilitating the implementation of relevant interventions aimed at improving student comprehension of the labour market and how they find their place within it.

Methodology

This research aimed to document and highlight the experiences of first-year AEL students to understand their career drivers and influences and create relevant career support for this cohort. Engagement with career development at this early stage can support students to engage in experiential learning to support their career confidence (Kolb, 2014). With six different disciplines within AEL (english, drama, music, film studies, broadcast production and modern languages), there was an expectation that student views and perceptions would be diverse, so an exploratory and flexible research philosophy was adopted (Saunders et al., 2009). An interpretivist epistemological position was taken, with focus placed on meaning and understanding participants’ stories (Hammond and Wellington, 2013).

Data Collection

Embracing a qualitative methodology (Ritchie et al., 2013), semi-structured interviews (Kallio et al., 2016) were conducted to allow students flexibility to highlight their views, within a consistent structure to ensure comparability. The research wanted to examine a depth of experience to establish underlying values and motivations important to this group. Semi-structured interviews allowed the researcher to solicit additional details or seek clarification from participants, thereby facilitating a comprehensive and thorough exploration of the subject matter.

Thematic analysis (Braun and Clarke, 2012) was employed along with inductive coding (Skjott Linneberg and Korsgaard, 2019), allowing new themes to be constructed from the data and highlighting themes that confirm or support previous research. Analysis was completed after each interview (Kvale, 1996) then revisited for clarification once all interviews were completed. Any coding was dependent on the information gathered, aligned to the interview questions and allowing new ideas to be documented.

The semi-structured questions were based on previous research conducted with AEL students when the participants were just about to graduate (Lennox, 2023). Questions included:

• Can you talk me through your journey of how you came to study your subject at QUB?

• In relation to the career goals you initially set when starting university, how do you perceive your progress in that journey?

• Since you have been at QUB what support have you had to understand your career options or gain relevant work experience?

• Is there anything that has prevented you from engaging in career development activities?

• If you could have designed career support throughout your first year at university, what would you have included and when?

Participants

Recruiting students to participate in the study proved to be challenging as many disengaged with university communications once exams were finished. Emails via central school administration and through online Canvas modules didn’t attract students from four of the six subjects. With help from school academics and visiting core lectures in person, 12 students were recruited who had recently finished their first year of undergraduate study in a QUB AEL subject. Representatives from each of the six schools were included in the study. 11 identified as female, one as male, one was classed as a mature student who had progressed from a further education access course while the others entered university directly from school via A levels or Leaving Certificate qualifications.

Limitations

This research recognises the limitations of the study, with a small sample size not representing the entirety of the school. However, the students who chose to participate were engaged stakeholders from various subjects who wanted their experiences documented, and who provided relevant and meaningful material to analyse. Further research with this demographic on a larger scale could help confirm the prevalence of the current findings.

Findings

After each interview was transcribed, the information was coded against the five question areas and the findings are summarised below.

Pre-university decision making

Eleven participants had studied a version of their subject before pursuing at Higher Education level. Only one student had studied entirely non-arts subjects before then pursuing a music degree. Interestingly, the unanimous sentiment among all 12 students was one of profound affinity for their chosen disciplines, with statements including ‘it was my favourite subject all throughout school’ (english and philosophy) and ‘for drama, I just enjoyed it since forever’ (drama). Even among participants who were initially ambivalent, there was a discernible shift in sentiment as one student stated ‘in my last year I turned round. I was like, no, I’m gonna do what I love’ (music).

Furthermore, the process of selecting their institution of higher learning was underpinned by two principal determinants. Firstly, the geographical location emerged as a pivotal factor, as exemplified by sentiments such as ‘I didn't want to leave Northern Ireland’ (music and audio production) and ‘I'm close to home’ (broadcast production). The second determinant was the comprehensiveness of the course content, with expressions like ‘when I saw this course, it's everything I wanted to do’ (music and audio production) and ‘the course here just seemed so much more practical’ (broadcast production) underscoring the significance of the curriculum in their decision-making process.

When considering the career support students received before coming to university, despite them noting some bias towards promoting university enrollment or STEM subjects, the consensus among the participants was that the career support provided was highly valuable. Students with hindsight included endorsements such as “very useful” (english and linguistics) and “approachable, gave me options with my subject” (music) reflecting the relevance of the guidance received.

Assessment of career progress

The respondents’ feedback exhibited a range of responses when queried about their self-assessed progress towards the career objectives they had established prior to coming to university. Two respondents expressed a sense of advancement beyond their initial career expectations, attributing this progress to their active engagement in extracurricular activities relevant to their career development. Conversely, five participants provided responses coded as neutral, with statements such as ‘I think I’m in the place that I thought I’d be in first year’ (french). Several neutral responses subtly reflected ambivalence, exemplified by remarks including ‘I don’t feel like I’m behind because we’re all in the same boat’ (english and philosophy) and ‘I’m content with the choices I’ve made although sometimes I question why I’m in my course’ (music and audio production). Five students reported feeling behind in their career progression, stating ‘I don’t think I’m very far along at all’ (spanish and portuguese) and ‘I kind of hoped to be further along’ (english and drama).

Experience of university career support

The examination of career development provisions among first-year university students yielded diverse experiences. Among the students surveyed, a considerable subset of seven individuals stated that they had not received any form of career development support. Another group of five students described careers-related input as infrequent and incidental, and often lacking in relevance to their career aspirations.

However, one respondent articulated a more positive perspective, describing a singular instance when a lecturer explained future module choices and their implications for diverse career trajectories. The student noted ‘it was encouraging to know there were a lot more options and possibilities than what I had considered’ (music and audio production).

A discernible disparity emerged when it came to students’ preconceived expectations regarding career guidance within their academic course. While three students had expected formal embedded career support as an integral part of their course, a significant number of nine students said they hadn’t known what to expect or they hadn’t expected support. Upon further questioning, it transpired that students were expecting structured career support to appear later in their degree. Notably, four students identified their Personal Tutor as the primary resource for such guidance, even though this falls outside the remit of the Personal Tutor’s prescribed role.

Of the 12 students interviewed eight would like to undertake relevant work experience. The other four students were already undertaking relevant work experience through extracurriculars or activities in place before coming to university.

Barriers perceived

When asked about barriers perceived, frequently cited impediments included time (balancing academics, creative practice and part-time jobs), location, and finding experience which was relevant to career aspirations. There was also a sense of not being sure where to start, where to look and what experience would be useful. Some students encountered difficulty finding relevant information and support, saying ‘the personal tutor directed you to the director of studies, who directed you to the english administrator and then you just go round and round in circles’ (english and linguistics).

Student recommendations

Responses to the final query regarding preferred career support revealed a range of timing preferences the students would have valued through the first year of their course. The breakdown of preferred timings shows the diversity of how students have settled into university, with three preferences for the start of semester one, three preferring mid-academic year, and five wanting input in each semester.

Over half of the students wanted contact with career support in person during timetabled sessions, with two students suggesting a compulsory one-to-one meeting with a careers professional, stating ‘if it was something compulsory that you had to go to and be prepared with what you’d done, I know when I have to have something done I will do it’ (spanish and portuguese). This shows a strong preference for timetabled engagement in a structured manner and demonstrates a respect for the university timetable and what the school has prioritised for student development. Current timetabled classes are credit-bearing – requesting inclusion in the curriculum suggests students would prefer recognition for their engagement. By making meetings ‘compulsory’ and involving preparation, there appears to be a student recognition of the need for structure and accountability, and that career planning can be a partnership and an ongoing process.

Interestingly for careers services, some students suggested initiatives which already exist, including a booking system to make an appointment to speak with a career professional in person, and also an online Canvas module which could be accessed at any stage. It is noteworthy that certain students encountered challenges in articulating the specific support requirements they would have benefitted from. Both of these points highlight the need for regular and targeted communication with students to highlight the services they can use. Student suggestions included wanting specific and targeted content, advice from alumni, and direction on module choices for future careers. They were interested in their route through their course and having a way to measure progress. Having contact with relevant alumni could provide career journeys against which they could measure development and help identify gaps. At this stage in first year, the student language was quite passive and highlighted the need for the university to take the initiative in highlighting the student responsibility for personal employability. Initiating employability structures in the first year could establish a standard, and enhance students’ confidence in engaging proactively in subsequent years.

Defending subject choice

Notably, one of the new themes constructed during data analysis, was how the students had experienced reactions to their choice of studying an AEL subject.

The students had received mixed levels of support when choosing their subject for higher education study. When discussing their decision to pursue a creative subject, only three of the students received positive reactions from their school. Four students received negative responses and five didn't mention a school reaction so were coded as neutral. Of the positive responses, students said ‘I had a really good teacher’ (drama) and ‘If I was going to go to uni they knew I’d do something along those lines’ (broadcast production). For the students who reported negative reactions, they perceived a lack of professional knowledge about career options, stating their school careers support ‘didn’t know what to do with a languages student’ (spanish and portuguese) and ‘a lot of the teachers would ask why, they didn’t really understand it’ (french). They described being pushed more towards STEM subjects, saying ‘they’re obviously going to push the more practical kinda side’ (music) and perceived a lack of empathy, remembering ‘not every creative goes to uni but you express that to a careers advisor and they wouldn’t kinda understand’ (broadcast production).

Reactions from other key influencers, including family and peers, were also mixed. While five students didn’t mention family reactions, seven did, three negative and four positive. Negative comments included a student being told ‘she should be doing law because it’s easier to get a career path’ (english and philosophy), ‘my parents would not let me do just a drama degree’ (film and drama) and that their subject was ‘good for extracurriculars but not for a career’ (film and drama). Students who received positive reactions had family members or siblings who had followed creative careers or had parents, particularly mothers, who encouraged them to pursue a natural talent.

Nine of the students referred to career conversations with peers, either within their course or with students on other courses they had encountered through accommodation or clubs and societies. They mentioned comparisons between courses, the inability to state explicitly what they would do after graduation, and having to explain or justify their course or decision.

The students also expressed doubt about their subject choice, finding themselves defending their choice of study to themselves and expressing a lack of confidence in their decision.

Discussion

Perceptions of their subject

Of the three students who had received a positive reaction from their school about their subject choice, one stated ‘I think if I had done drama, which is what I originally wanted to do, I don’t think I would have gotten as nice of a reaction’ (film and drama). This student felt their choice was only given credibility when altered to a joint pathway, with the implied insinuation of increasing options for employment. There was a sense of being misunderstood by their school careers support and the students having to justify and explain their choices, which perhaps a student studying a directly vocational course might not have to do. This extra emotional labour at a time of key transition could potentially create extra stress for individuals who feel they have to justify, and keep justifying, their decisions (Albion and Fogarty, 2002; Le and Billett, 2022).

This sense of uncertainty in their subject choice was further echoed by the students themselves, not just pre-university but also during their first year. Students mentioned the influences of peers from other subjects who appeared to have more defined career goals, support from the university built into their course, and no need to have to explain their choice of subject. The AEL students also demonstrated a lack of confidence or ability to articulate their career goals. This would potentially not be surprising at such an early stage of an arts course with many career options available, but these students are feeling pressure from peers and family to define or indicate an end goal. Additional career support and information with this cohort at this time of transition could help increase student conviction and assurance that they have made the right choice and potentially improve engagement and hence future graduate outcomes.

Passion and resilience

The students who took part in this research were all passionate about their subject. Interestingly, seven of the students had already gained relevant work experience, had been self-employed or were working towards tangible goals, all completely independent of their university study. One student had been an online content creator for several years generating a steady income, another was at the finalist stage of a national singing competition. These individuals could be pursuing their goals independently but wanted the formal accreditation of university study. This led to a sense of frustration with these undergraduates. As they knew their industry from an experiential viewpoint, they saw some course content as not relevant or outdated, and wanted practical, technical experience and networking opportunities. Attention needs to be paid by course descriptions to the exact detail within modules, to manage student expectations and consider if their current offerings are fit for purpose in such a rapidly changing industry. There may be curriculum planning implications, considering the balance between teaching hard skills and teaching how to effectively navigate and manage creativity and productivity within a potential protean career, confirming the work of Lingo and Tepper, 2013.

Recommendations

Having collected evidence from investigating the relevant academic literature and analysing current student feedback data, the following recommendations are being presented which could best support arts students to develop relevant and confident career management skills.

• Engagement with AEL students during their first year of study, in a format they will recognise, to help them understand their career options with their degree. This could increase student confidence in their decision to study an arts subject and also initiate action planning towards pursuing particular sectors.

• First-year students should be offered the opportunity to engage with relevant work experience, increasing experiential learning to support career decision-making over an extended longitudinal period, maximising exposure to employers and the workplace. As students may not know which sector they want to pursue, the university would ideally support this in a structured manner, highlighting options and potentially leveraging connections with local organisations and alumni.

• Acknowledgement of the variety of student backgrounds, experiences and expectations. Differentiated approaches would be needed to best support the range of student career readiness, from those exploring the sector to those who have working professional experience.

• Increased engagement with a variety of employers to expose AEL students to options with their subject, including supporting curriculum development to ensure graduates can confidently enter the workplace with relevant skills and confidence.

• Ongoing and increased collaboration between academic staff and the career service, combining the industry and subject specific knowledge of lectures with the career management and recruitment expertise of qualified career development professionals, providing the students with holistic and comprehensive support.

Conclusion

This research aimed to explore the pre-university decision-making process of first-year AEL students, their perceptions of their current career readiness, barriers they have encountered, and how the academic and professional services can best support their career development and confidence. The findings provide valuable insights into the students’ choices, experiences, and challenges, leading to several key conclusions.

Participants exhibited a strong affinity for their chosen disciplines, often stemming from a deep-rooted passion for their subjects. They had mixed responses on their current perception of career readiness with the most prepared gaining experience and confidence outside their academic study. Diverse experiences of career support were reported, with some students lacking any form of career development support and unsure of who to ask for help. Frustration arose from perceived gaps between experiential knowledge and formal education, indicating a need for curriculum adjustments.

Commonly cited barriers included time constraints, location, difficulty in finding relevant information and support, and uncertainty about where to start in pursuing career aspirations. Preferences for career support varied with a majority wanting in-person contact during timetabled sessions and a need for specific content, advice from alumni, and guidance on module choices for future careers.

Participants also experienced mixed levels of support from pre-university education, family and peers when choosing to pursue an AEL subject, describing the challenges of justifying and explaining their creative subject choices. For some, there was a sense of uncertainty in their own subject choice as AEL students demonstrated a lack of confidence in articulating career goals.

Through engaging with the literature review, student feedback and themes constructed, key recommendations include engaging AEL students in their first year to enhance their understanding of career options and boost confidence in subject choice, offering first-year students opportunities for relevant work experience to support career decision-making, and acknowledging and addressing the diverse backgrounds, experiences, and expectations of arts students to tailor career readiness support effectively. Increased engagement with relevant employers could also help broaden career horizons (Hodkinson and Sparkes, 1997).

In conclusion, the research underscores the importance of tailored support for arts students, recognising their passion, addressing uncertainties, and providing practical avenues for career development. Implementing the outlined recommendations could contribute to fostering confidence, resilience, and successful career pathways for students in the arts and humanities.