Abstract/Summary

In a socio-economic context undergoing continuous change, career adaptability emerges as a central psychosocial construct reflecting individuals’ resources for managing career tasks and challenges. Literature shows a need for more research on career adaptability change and qualitatively investigating that. This research investigated the lived experience of master’s students to explore how career adaptability (CA) changes during the year and what factors might influence that change. In order to do so, a sequential mixed methods design was used. First, quantitative data were collected from Postgraduate taught (PGT) students at Henley business school who completed the Career Adapt-Abilities Scale at two different points six to eight months apart. Paired sample t-test and hierarchical multiple regression analysis were used to analyse the quantitative data. After that, the lived experience of the students, who took part in the quantitative study, was explored through semi-structured interviews. The qualitative data were analysed using inductive thematic analysis The quantitative results showed that students' CA has changed in different directions (increasing and decreasing) there was no significant change in CA for the students. The qualitative data analysis showed that personal and contextual factors impacted their career adaptability change. Students with increased career adaptability at the end of the year showed a high level of self-management with a clear goal, time management and planning. The one-year master’s experience allowed students to know themselves better through engaging in different activities inside and outside the university. In addition, students with higher career adaptability showed maturity and the ability to see things differently by enhancing their critical thinking skills. Focusing on the learning process itself and dealing with feedback constructively helped them enjoy the journey and lower stress levels. Social support from family, friends and teachers assisted students’ stability and the ability to develop in a new diverse environment. Networking helped them feel more confident about their abilities and increased career adaptability. Value of this study: By quantitively and qualitatively investigating the change in career adaptability, this study offers new insights into the factors that can influence career adaptability development. In addition, it gives insight into the lived experience of master’s students, which is under-researched in the literature, and it provides theoretical and empirical implications for universities and career counsellors in addition to future research ideas for researchers.