Reflecting on graduate career pathways develops employability skills

Caroline Taylor; Fiona Bird; Christopher Bridge

doi:10.21153/jtlge2026vol17no1art2144

Authors

Caroline Taylor La Trobe University https://orcid.org/0000-0003-2151-8709
Fiona Bird La Trobe University https://orcid.org/0000-0002-9834-1086
Christopher Bridge La Trobe University https://orcid.org/0000-0001-8438-1725

DOI:

https://doi.org/10.21153/jtlge2026vol17no1art2144

Abstract

Providing students the opportunity to explore their career options is fundamental to career planning particularly in generalist degrees with a variety of employment destinations. We utilised career information about university alumni to underpin a learning activity where undergraduate students worked in small teams to analyse career pathways of graduates from their own STEM or Health degrees and identify patterns and strategies utilised by others to achieve graduate employment. Students presented their observations and lessons learned in a group presentation and individual written reflection which were assessed as part of a broader subject. In this study we thematically analysed students’ written reflections from two consecutive cohorts in 2022-2023 to investigate what students learned from analysing the pathways and how this may have impacted their perceptions of employability. Students reported multiple learnings from the activity including that relevant work experience can lead to graduate employment, transferrable skills can be developed in a variety of roles and experiences, and multiple pathways can lead to a particular type of role. The learning activity also positively influenced students’ perceived employability with individuals reporting reduced anxiety and increased confidence about achieving their career goals. This paper provides evidence of the value of embedding career development activities and self-reflection in curriculum to enhance employability skills. We recommend the use of alumni career stories for raising awareness of career possibilities and strategies utilised by more experienced peers to bridge the gap between study and professional employment.

Author Biographies

Caroline Taylor, La Trobe University

Dr Caroline Taylor is a Senior Lecturer in Human Physiology at La Trobe University and is involved in disciplinary teaching as well as career development learning for science and health students. Her research focuses on student perceptions of the benefits of employability activities within the curriculum.
Fiona Bird, La Trobe University

Professor Fiona Bird is the Academic Director (Employability) at La Trobe University and is responsible for providing strategic and academic leadership, coordination and quality assurance for employability and work integrated learning activities occurring across the University. Her research focus is the scholarship of learning and teaching with particular interest in assessment, graduate outcomes and employability, and student expectations for university study.
Christopher Bridge, La Trobe University

Dr Chris Bridge has worked in higher education learning & teaching for nearly two decades. He has experience in student and staff support roles, project coordination and conducting education research. His work and research experience has included international student support; academic skills development; student success, transition & retention; internationalisation of the curriculum; teaching technology innovation; effective delivery of professional development to academic staff; and building an institutional culture of innovation to enhance the student experience.

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