Bridging the gap: Graduate dispositional employability and the interconnected relationship between third space career and learning support services

Abstract

This conceptual paper explores the dynamic interplay between university career development and learning support services. A distinct focus on enhancing dispositional employability of both staff and the graduates they support is discussed. Integral to successful career preparedness, the essential attributes of dispositional employability include openness to work change; resilience via a sense of control over career decision-making; an optimistic and proactive approach to seeking future opportunities; motivation in career self-management, and confidence in linking work and personal identity. Additionally, the paper also discusses how career and learning support services are positioned within the third space of higher education which is outside of administrative and traditional academic spaces. The significance of collaborating whilst maintaining distinct career development and learning advisory services is highlighted, so as to enhance graduate employability via effective connection of academic learning with career readiness. Investigations of the literature in the field lead to a conceptual model, the Maturity Model of Integrated Career and Learning Services (MM-ICLS), and recommendations that encourage collaborative peer support and capacity building for these third space staff, and congruent student support that will strengthen the dispositional employability of graduates and empower student success.

Keywords

• Dispositional employability, learning support, career development, third space, higher education