Academics’ practices and perceptions of career development learning in the curriculum

Abstract

ABSTRACT Career development learning (CDL) equips students with the skills, knowledge and resources to navigate their careers amidst dynamic work and learning environments. While CDL is known to be facilitated by central careers services in higher education institutions, embedding CDL activities within the curriculum is purported to be an effective approach to generate meaningful reflections that prepare students for their future lives. This study examined academics’ perceptions and applications of CDL to understand the extent to which CDL is currently practiced in the curriculum. At one institution, interviews were conducted with 55 academics teaching across 101 subjects and in various disciplines. Findings demonstrate that most CDL is delivered informally or in isolation without a structured framework, highlighting the need to improve purposeful integration of CDL in the curriculum. Recommendations point to greater adoption of strategic institution-wide approaches to CDL, which ultimately impact students’ employability choices, career decision-making, and preparation for the workforce.