Career Identities and Millennials' Response to the Graduate Transition to Work: Lessons Learned

Autor/in	Boyle, Kathryn A.
Titel	Career Identities and Millennials' Response to the Graduate Transition to Work: Lessons Learned
Quelle	In: Journal of Education and Work, 35 (2022) 1, S.78-91 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyle, Kathryn A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2021.2009782
Schlagwörter	Professional Identity; Adjustment (to Environment); Age Groups; College Graduates; Foreign Countries; Self Concept; Attitudes; United Kingdom; Ireland + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Hochschulabsolvent; Hochschulabsolventin; Ausland; Selbstkonzept; Attitude; Einstellung; Verhalten; Großbritannien; Irland
Abstract	This article answers the call for more research on Millennials' experience of the graduate transition to work (GTW). Using an identity perspective, it investigates how Millennials explored and developed their career identities after the GTW, with a particular focus on traits often associated with younger generations such as boundaryless, protean and intrinsic motivations. Interviews were conducted with 36 Millennial graduates from U.k. and Irish universities. Findings confirmed that graduates largely avoided identity exploration until the GTW, with the latter perceived as a boundary experience and self-learning event. Four main themes of identity work developed from the data analysis: restraining the ideal self; reasserting the ideal self; revising the ideal self; and re-exploring possible selves. Participants appeared to increase their adaptability, self-drive and intrinsic motivation after the GTW in a way different from previous generations. Moreover, they continued to develop and change their career-identities long after the first few transitional years. Implications for Higher Education and organisational practice are accordingly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01