Breaking the silence: career guidance for self-initiated international placement students

Abstract

Purpose

Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna.

Design/methodology/approach

Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis.

Findings

Findings reveal that these “voluntary” placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development.

Originality/value

Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.

Citation

Joseph-Richard, P. and Conroy, K.M. (2024), "Breaking the silence: career guidance for self-initiated international placement students", Education + Training, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ET-05-2023-0196