Breaking the silence: career guidance for self-initiated international placement students
ISSN: 0040-0912
Article publication date: 6 May 2024
Issue publication date: 4 June 2024
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.
Keywords
Citation
Joseph-Richard, P. and Conroy, K.M. (2024), "Breaking the silence: career guidance for self-initiated international placement students", Education + Training, Vol. 66 No. 2/3, pp. 302-321. https://doi.org/10.1108/ET-05-2023-0196
Publisher
:Emerald Publishing Limited
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