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The study reported here examined higher education career guidance at the University of Jyvä skylä in Finland. In a survey (N = 880), students were asked to describe how much thinking they had done about their future career and forthcoming transition from university to working life. The use of different sources of guidance and counselling service providers was examined from the perspective of a student-centred holistic model of guidance. On the basis of the empirical findings, challenges facing career guidance in higher education are discussed.Ré sumé Pré occupations de carriè re chez les é tudiants: les dé fis lancé s aux opé rateurs d'orientation dans l'enseignement supé rieur. L'é tude rapporté e ici porte sur l'orientation vocationnelle à l'Université de Jyvä skylä en Finlande. Au travers d'une enquê te (N = 880), des é tudiants ont é té invité s à dé crire leur espace de ré flexion relatif à leur future carriè re et à la transition qui les attend entre l'université et la vie professionnelle. On a examiné le recours à diffé rentes aides en orientation et à des services de conseil dans la perspective d'un modè le d'orientation holistique centré sur l'é tudiant. Sur la base de ré sultats empiriques, on discute les dé fis lancé s aux opé rateurs d'orientation dans l'enseignement supé rieur.Zusammenfassung Was fü r Studenten und ihre Berufslaufbahn von Bedeutung ist: Herausforderungen fü r die Anbieter von Berufsberatungsdienstleistungen im universitä ren Bereich. Die Arbeit, ü ber die hier berichtet

In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education.

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