Competency articulation at the intersection of happenstance and experiential learning

Abstract

This study explored how university students in North America acquired the ability to express their career-related competencies in the context of a pre-professional career education program. We examined the intersection of happenstance learning theory (HLT) and experiential learning theory (ELT) to facilitate significant experiences that inspired students and helped them connect with a profession. Through qualitative interviews with 19 students, we discovered three key insights. First, catalyzing experiences improved competency articulation, as planned experiences provided opportunities for pivotal educational moments and unexpected events that inspired and motivated students. Second, catalyzing experiences sparked action and transformative insights, enhancing students’ career readiness and ability to act on future opportunities. Third, transformation through catalytic experiences occurred through reflection, consolidating the significance of experiences and their personal career narratives. We discuss the practical implications of our findings for program leaders, including creating planned career-related experiences and guiding students toward effective competency articulation.