Experiences of graduate students of a higher education institution regarding the transitional obstacles into the workforce

Abstract

The transition from higher education to employment is a critical phase in graduates' lives, marking their shift from education to work. This transition involves significant changes and challenges. As higher education institutions aim to improve graduate employability, understanding students' experiences during this shift can be valuable for policy development. This qualitative study examines the experiences of graduate students at a South African higher education institution as they move into the workforce. Using Schlossberg's transition theory as a framework, this interpretive study explores the lived experiences of 9 graduate students through in-depth interviews. The data was analysed thematically using reflective thematic analysis as proposed by Braun and Clarke (2021) to better understand the obstacles graduates face during this transition. The findings show that the transition journey is characterised by fluctuating emotions, shifting expectations, and dynamic interactions between personal readiness and contextual demands, showing that transition is not linear. The findings further demonstrate that emotional, socio-economic, and experiential factors influence the transition process. The findings underscore the dynamic, relational, and contextually embedded nature of the process of graduate transitions into employment, rather than a straightforward progression from university into the workplace. The interplay of emotions, structural conditions, social support, and self-directed strategies offers a nuanced understanding of how graduates interpret and navigate their early career journeys.