Understanding the career development and employability of information technology students

Abstract

Purpose The purpose of this paper is to understand the career development and employability needs of undergraduate information technology (IT) students at an Australian University, and their relation to students’ career interest. While many factors and stakeholders contribute to student career development, this study focused specifically on the student experience. Social cognitive career theory (SCCT) is used as an approach to understand the students’ needs of career development and employability. Design/methodology/approach An online survey was completed by 126 IT students to record information about students’ career development and employability background and needs. Findings The results demonstrate that SCCT helps understand the factors that impact on IT students’ career development, with their outcome expectations and self-efficacy informed by prior studies in IT and their need for access to “IT professionals” to contribute towards their career interest. In addition, IT students rely on academic achievement and experiential learning, rather than career resources, to guide their career development and employability. Research limitations/implications The data collected in this study are limited to one discipline (IT) at one university, which necessarily limits the generalisability of the specific results. Practical implications Career development is a complex, life-stage-dependant and discipline-specific process that varies for every decision maker. This research makes an important contribution in presenting the IT student experience and demonstrates how an appropriate career development model can help understand students’ needs. This outcome will help educators better support IT students to build the career interest. Originality/value This study explored the often-overlooked student experience of career development, providing valuable insight into IT students’ needs.

Integrating career development into an undergraduate IT curriculum at an Australian University

“…Further as reported in McKenzie et al ( 2018 ) “of those who identified as coming to university from an alternative pathway, 30% reported TAFE as their highest level of education, with 21% reporting partial achievement of a university course as their highest level of education” (McKenzie et al, 2018 , p. 462). For IT students in regards to current employment status, “79% of students identified as not being employed in IT, yet 63% had an IT industry/network connection (knew someone who works in IT)” (McKenzie et al, 2018 , p. 462). In regards to who influenced students’ decisions to study IT at university, “65% reported ‘myself’ as the primary reason, with ‘a general interest’ as the second influence for studying IT” (McKenzie et al, 2018 , p. 462).…”

“…Higher education institutions in Australia, such as Deakin University, are required to direct career development activities within the disciplines. As defined in McKenzie et al ( 2018 , p. 195) “career development learning can assist students to acquire knowledge, skills and attitudes that help them make better career choices and transitions”. Furthermore, career guidance can assist with the development of career management skills, enabling tertiary students to achieve the level of career maturity required.…”

“…When it comes to IT students, the authors of this paper have queried students at Deakin University in relation to their career development needs. To explore IT students’ career development background, prior education and work experience were investigated as presented in McKenzie et al ( 2018 ). As described in McKenzie et al ( 2018 ) “61% of respondents came to university from an alternative pathway (such as from Technical and Further Education (TAFE) studies), with 39% identifying as coming to university straight from secondary school or after a short period of work experience (casual or part-time employment)” (McKenzie et al, 2018 , p. 461).…”

“…To explore IT students’ career development background, prior education and work experience were investigated as presented in McKenzie et al ( 2018 ). As described in McKenzie et al ( 2018 ) “61% of respondents came to university from an alternative pathway (such as from Technical and Further Education (TAFE) studies), with 39% identifying as coming to university straight from secondary school or after a short period of work experience (casual or part-time employment)” (McKenzie et al, 2018 , p. 461). Further as reported in McKenzie et al ( 2018 ) “of those who identified as coming to university from an alternative pathway, 30% reported TAFE as their highest level of education, with 21% reporting partial achievement of a university course as their highest level of education” (McKenzie et al, 2018 , p. 462).…”

“…As described in McKenzie et al ( 2018 ) “61% of respondents came to university from an alternative pathway (such as from Technical and Further Education (TAFE) studies), with 39% identifying as coming to university straight from secondary school or after a short period of work experience (casual or part-time employment)” (McKenzie et al, 2018 , p. 461). Further as reported in McKenzie et al ( 2018 ) “of those who identified as coming to university from an alternative pathway, 30% reported TAFE as their highest level of education, with 21% reporting partial achievement of a university course as their highest level of education” (McKenzie et al, 2018 , p. 462). For IT students in regards to current employment status, “79% of students identified as not being employed in IT, yet 63% had an IT industry/network connection (knew someone who works in IT)” (McKenzie et al, 2018 , p. 462).…”