From uncertainty to clarity: A career plan task empowering first-year university students

Brooke Harris-Reeves; Andrew Pearson; Helen Massa

doi:10.21153/jtlge2025vol16no1art2131

Authors

Brooke E Harris-Reeves Griffith Institute for Educational Research, Griffith University, Gold Coast, Australia https://orcid.org/0000-0001-9669-8674
Andrew Pearson School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia https://orcid.org/0000-0003-3458-8351
Helen Massa School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia https://orcid.org/0000-0002-2224-2276

DOI:

https://doi.org/10.21153/jtlge2025vol16no1art2131

Abstract

This study explored the development and implementation of a Career Plan assessment task within an undergraduate degree. The task was designed to support first-year university students in exploring and positively developing their professional identity and confidence in achieving their career goals. Embedded within the curriculum, the assessment required students to complete five structured steps: Source, Analyse, Identify, Develop and Reflect. Through these steps, students identified, explored and demonstrated their self- and career-opportunity awareness, recognised and developed their employability skills and career aspirations, and clarified their sense of purpose for their future career direction. Evaluation of this task highlighted its positive impact on students, revealing growth in their confidence and professional identity. The structured nature of the task provided a clear framework for career planning, equipping students with practical skills and fostering a deeper understanding of their career aspirations. Overall, the findings demonstrate that this career planning intervention was both effective and highly valued by students, supporting their vocational development and career readiness during their transition into university life.

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Author Biographies

Brooke E Harris-Reeves, Griffith Institute for Educational Research, Griffith University, Gold Coast, Australia

Associate Professor Harris-Reeves (0000-0001-9669-8674) is the Program Director for the suite of Sport Development Programs at Griffith University. Passionate about providing students with engaging, real-life learning experiences, Brooke designs employability focused curriculum ensure students are 'work-ready' upon graduation. Her expertise in designing and delivering innovative curriculum supports students and enables them to reach their potential. She has received widespread recognition for learning and teaching innovations including Group, University and National Citations and Awards.
Andrew Pearson, School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia

Dr Pearson is a Senior Lecturer in the School of Pharmacy and Medical Sciences at Griffith University and the Program Director for the Bachelor of Medical Science. He is dedicated to addressing the challenges of scaffolding the academic success of diverse groups of students with a demanding curriculum through the development of diagnostic testing and supplementary academic support, academic recovery, innovative assessment, embedding employability into the curriculum and enhancing student engagement and learning.
Helen Massa, School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Australia

Associate Professor Massa (0000-0002-2224-2276) is the Health Group Employability Lead, responsible for the review and oversight of employability indices for Health Group programs. Her focus is to ensure graduates have the opportunity to inform the ongoing design and program renewal of Health group programs to optimise graduate destinations and outcomes to meet market requirements. Helen is a nationally awarded educator who was a program convenor/director for over 12 yrs.

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