The lived experience of employability for undergraduate Interior Architecture & Design students

Graduate employability (GE) is a significant strategic issue for various stakeholders in England's Higher Education (HE) sector, driven by government policy developments, technological advancements, globalisation and changing labour market demands. However, it is clear from the literature that student voices are absent from the employability debate (Higdon, 2016; Tomlinson, 2018). The data on which this thesis draws aims to bridge that gap. This thesis investigates the students' lived experience of 'employability’ within BA (Bachelor of Arts) Interior Architecture and Design (IAD) programmes in six post-1992 universities in England. Creativity is one of the UK’s biggest strengths and the UK is regarded as a leader in the field, in terms of economic potential and global cultural influence. However, critics highlight that international competition, rapid technological change, and a complacent approach by recent governments to the sector's commercial potential puts the UK at risk of losing its leading position. This thesis draws upon data generated through a small-scale, exploratory, and qualitative empirical study, adopting an interpretative approach to data collection through focus groups and document capture. This thesis addresses critical research questions: (1) How do students conceptualise employability? (2) How do students experience employability? (3) What do students perceive as the critical employability barriers and facilitators? This thesis highlights that students experienced employability through various learning opportunities delivered as part of and alongside their course curriculum. It draws upon students' insights significantly affected by the COVID-19 pandemic and finds how this has changed their working patterns and significantly changed work placement opportunities. Data analysis reveals that: 1. University study is considered part of a journey to securing a good job, although students worry about graduating into an uncertain and ultra-competitive career landscape. 2. Students feel the need to be different or have an edge in the job market, but this is a fuzzy concept and is open to interpretation. 3. Social and cultural capital significantly affects students' employability opportunities, often beyond the discipline-specific skills they have learned. 4. Students want universities to be more proactive in career development via expanding employer networks, connections, collaborations, and partnerships. 5. Students want more effective and prompt university support in sourcing work placements as they recognise that they can enhance career prospects and expand professional networks. However, broader structural inequalities impact students in achieving their goals as there are disparities between students who want to do a work placement and those who do one. 3 6. Some students feel unprepared for the workplace, citing insufficient teaching in career-building skills and specialist digital technologies - this results in a lack of confidence as students feel they are left to fend for themselves. 7. Live projects involving external stakeholders are important opportunities for students to engage with the employability agenda. However, some students report a disconnect between knowledge and action and worry that this unknowing will affect their ability to secure a good graduate job. This thesis raises essential questions about the success or otherwise of the student experience within an employability context in the creative field of IAD. It will help inform university practice relating to Art and Design employability interventions, and other vocationally oriented course HE provision. Greater use of the student's voice will enable universities to better tailor these provisions to suit the interests and needs of their students.