Abstract
This study examines career decision making journeys and expectations of undergraduate Arts, English and Language students, and potential benefits of appropriate interventions to support graduate outcomes. Employing a mainly social constructivist theoretical framework, objectives included gaining an understanding of student perceptions of their own employability, meaningful employment and perceived barriers to graduate progression. Twelve semi-structured interviews were conducted with final year students, and through thematic analysis results revealed students’ passion for their subject and the desire to use their skillset in paid employment. Significantly, embedding a work placement option removed the barrier of limited time and increased workplace confidence.
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