Through the Lens of Business School Careers Services: Pathways to Progression in Professional Services
Across the UK, career services teams play a vital role in enriching the student experience through their variety of high-quality services. However, in the face of today's economic reality, with universities striving for greater efficiency, how do we do more with less, and unlock the talent within our own institutions to ensure our students get the most out of their university experience?
In my experience, there is a strong connection between staff well-being and student satisfaction: caring, committed, engaged staff members will be individuals whose passion for their work and subject matter comes through, and engages students. We know when our staff thrive, our students do too. Exploring this through the lens of a business school careers professional, this blog aims to explore how universities could provide fertile ground for professional services staff to progress into ‘third zone’ or 'pracademic' roles. It will explore how these spaces could provide opportunities for professional services colleagues to progress in higher education, find purpose. I will share stories on how staff in the Faculty of Business & Law at De Montfort University did just this.
Unpacking the "Third Zone"
The concept of the "third zone" is important in understanding the unique ecosystem within which university career services, (and many other university functions) operate.) This space, neither purely academic nor solely professional, serves as a bridge connecting theoretical knowledge with practical application. Career services teams operating in this space, play a critical role in preparing students for the transition from education to employment.
‘Pracademic Expertise and It’s Value to Higher Education’
Pracademics, (individuals who combine practical experience in their field with academic expertise) bring a wealth of knowledge and lived experiences, ensuring that classes are not only theoretically sound but also practically applicable.
During my career in business schools, I’ve had the pleasure of working with many ex-industry colleagues that I would classify as pracademics. Although debate exists in academic communities about the term, a growing community of individuals inhibit this space resulting in a community of practice set up through Advance HE. During my time working inside careers teams many I have worked with are ex industry practitioners, and subject matter experts tasked with designing and delivering specialised content both inside and outside the curriculum to varied audiences from students through to senior leaders across multiple sectors. They often have both industry experience, academic and professional qualifications, can be plugged into multiple external networks and have a heightened awareness of the realities of labour markets, recruitment trends, both locally and globally, bringing real value and knowledge about the ‘real world’ to the student experience.
The ‘Real’ World?
In the realm of higher education, there's often this notion that careers start in the "real world" this exciting place outside of the university walls. It’s a term we use often in university corridors without really thinking about it. It is my opinion that universities are also exciting places and in today’s climate must operate like businesses in the ‘real world’.
Inside universities up and down the country you will find talented individuals who've built strong professional careers. For those in university careers teams, marketing functions, finance teams, operations, people services, business engagement, and other functions, the bridge to academia, particularly in business schools, isn't as far as it might seem. With the right support structures, a pathway from professional services to academia could exist across these traditionally siloed areas. Unlocking this pathway could be a rewarding next step in professional staff career journeys, providing a pathway to progression into academia for professional services colleagues which benefits our students.
The Student Voice: Insights from students in the Faculty of Business & Law
Here at De Montfort University, in the Faculty of Business and Law, the Vice Chancellor, Professor Katie Normington, and the Pro-Vice Chancellor of Academic Staff Development & Dean Faculty of Business & Law, Professor Heather McLaughlin, extended an invitation to staff and students for ‘Tea with the VC’, in an informal yet impactful setting in the beautiful Trinity House boardroom , to discuss and listen to student feedback on a topic at the heart of the educational journey: employability.
This gathering was testament to the university’s commitment to student success but also provided invaluable insights into the critical role of career services. During these discussions, students shared their experiences and the key role that career teams played in their decision to attend DMU. For many, the promise of robust career support was a decisive factor in their choice of university. This highlights a growing trend, especially among international students to prioritise institutions that offer comprehensive career services, recognising the importance of employability in their higher education journey.
Students spoke highly of the support they received from the faculty career services teams, and from academic colleagues with a background in Industry. They emphasised how industry insights, placements, field trips and assessments linked to industry challenges were appreciated. They also commented positively on the efforts to integrate careers directly into the curriculum at an early stage, helping build career confidence and readiness in time for early graduate/placement recruitment deadlines. The conversations also touched on crucial topics of mental health and well-being, especially concerning the difficulties faced when dealing with rejection throughout the hiring process. The Vice Chancellor openly shared her personal journey, noting that she, too, had faced setbacks and had not secured every role she had applied for. She highlighted how such experiences were instrumental in honing the professional competencies needed to thrive in the workplace, and the value of reflecting on the learning gained from such experience.
The Student Voice: The Power of Work Experience
Students voiced their concerns about managing finances during their time at university, with many taking on internal part-time jobs to support their education. They also expressed anxiety about what comes after graduation - namely, finding a job and making the transition into the workforce. These issues are a significant source of stress for our students. Career conversations frequently evolve into discussions about well-being, a crucial aspect of career guidance that is often overlooked in day-day operations. However, this link between career guidance and well-being is gaining recognition as an important area of focus. This view is supported by collective research conducted by the Institute of Student Employers, Handshake, WONKHE, and the Association of Career Guidance professionals in the Careers2032 comprehensive report.
Continuing on the theme of student voice, the opportunity to tap into flexible internal and external work experience opportunities through the university allowed students to build their professional profile. Students recounted how these experiences significantly bolstered their confidence, provided industry insights, and enhanced their employability prospects. This feedback underpins the critical role of career services in not just guiding students towards potential job opportunities but in actively shaping their professional identity and readiness. Testament to this, it was wonderful to see DMU Career Teams rewarded for these efforts by securing the Target Jobs award for the HE best careers and employability team of the year and the RateMyPlacement award for the best university for work experience. This particular recognition made all the more special as it was voted for by students.
The insights from our students, coupled with the discussions during Tea with the Vice Chancellor, and Dean of Business and Law underline the transformative impact of embedding career services within the fabric of the university. It reaffirms the notion that for students, the journey to employability is as crucial as the academic pursuit itself.
This is supported by the Careers2032 research where students said would like to see employability weaved into their whole curriculum, adding further weight that careers professionals who have responsibility for embedding employability into the curriculum are operating as pracademics, utilising their subject matter expertise and teaching skills to help students achieve their full potential. They take the time to help students understand themselves, recognise and articulate what they have to offer, combine this with their knowledge of global labour markets, recruitment and selection trends to raise awareness of the opportunities available and help students take the next steps with confidence.
The majority of our students who secured a placement year or an opportunity told us it would not have been possible without the support of the careers and placements teams, but they had to actively seek this support and were pro-active about this. They recognised that student engagement both in curricula and extra curricula was a challenge.
The Student Voice: On Student Engagement
Students commented on the challenges with information overload, too many emails, missing out on vital information, being unaware of what was on offer and digital fatigue.
The digital age has transformed the way career services are delivered. Virtual career fairs, online assessment centres, video interviews, and digital networking platforms have expanded the reach and accessibility of services. Coupled with the academic notifications, deadlines, life outside university, and part time jobs to supplement income, students shared that their priorities were usually linked to assessment deadlines, and work related responsibilities. These students openly shared they knew there were many students who did not engage with careers services and felt these students were missing out. Students told us they had to actively seek things out to find out out what was on offer and when they found what they were looking for such as practice psychometric tests they found much value in it.
In the faculty of Business & Law we recognise our academic programme and module leaders only have so much head space to retain information about the many brilliant services on offer to students. We introduced briefings to all staff in our faculty school meetings to make sure there is staff awareness of the career's resources & tools available in order for this to filter down to students. Our placement students, and alumni and academics with industry experience are real champions of the team and play an important role in delivering careers information, and students told us it is often their voices that carry the most weight in engaging students.
Strategies for Staff Development: Staff Stories
Our Senior Lecturers, Simon Heaton & Ian Farrin specialise in career and professional development, with a foot in both academia and the professional world, they are adding significant value across undergraduate programs, postgraduate courses, and apprenticeships. Their unique skill set, enables them to blend academic rigor with practical, industry insights, enriching the student learning experience and enhancing employability outcomes. Simon and Ian's involvement in supporting students during their placement year is particularly impressive. They not only assist students through these practical experiences but also encourage them to bring their newfound knowledge back to the classroom. This cycle of learning and sharing fosters a rich educational ecosystem, benefiting both current and future students.
Highlighting the fluidity and interconnectedness between professional services and academic roles within the faculty, the stories of Kelly Grounds, Rebekah Watson, and Dr Danny Buckley are particularly inspiring. Each began their journey outside of higher education, moving into university placements roles, directly engaging with students and employers. They each invested considerably in their own professional development, with the support of the faculty leadership teams through postgraduate study while transitioning into academic positions. This move was a natural progression for my colleagues, reflecting the evolving landscape of higher education where the lines between student support, teaching and learning are increasingly blurred.
Within this landscape of evolving roles and expanding opportunities, my own career journey serves as a microcosm of the possibilities that lie in higher education. Starting with a degree in education, I explored primary teaching, the charity sector and business operations and marketing. My path took exciting, unexpected turns into educational projects for Channel 4 and BBC bitesize. Each project offered unique challenges and lessons, enriching my understanding of different professional environments in small towns and big cities. It was within the diverse world of universities, however, that I found a place that allowed me to be at my best: working in business school careers. This role not only allowed me to leverage my varied experiences, interest in the intersections between education, social mobility and the labour markets, but also to contribute meaningfully to student success especially in the early careers space. Now, as I pursue a Doctorate in Business Administration (DBA) with a focus on the role of career professionals in supporting students from underrepresented backgrounds, I realise this personal journey reflects the very essence of this blog: the transformative potential within the third zone, where professional services and academia can merge to create pathways of opportunity and growth inside HE.
As the sector changes, the growth in degree apprenticeships presents yet another avenue where the skills of professional services staff can align with the needs of the higher education sector. As apprenticeships become more integrated into university offerings, the expertise of staff who are adept at bridging the gap between theory and practice, understand employer expectations, and the importance of continuous learning and professional development will be in high demand. This shift represents a growing area of opportunity for professional services staff to explore academic roles or hybrid positions that capitalise on their unique skill sets.
The transition of staff like Simon, Ian, Kelly, Rebecca, and Danny from industry, to university, and then onto academic roles within the Faculty of Business and Law exemplifies the exciting career pathways available within the higher education sector. Their journeys highlight how ex industry and professional services staff are perfectly poised to add value in the changing landscape of higher education, especially in business schools. This evolution reflects a broader trend where the skills and experiences of professional services staff are increasingly recognised as critical assets in delivering a curriculum that is not only academically robust but also finely tuned to the demands of the professional world.
Responsibilities, Challenges and Opportunities in the Careers Space
Those of us working in careers services know that careers provision goes far beyond the industry placement year or support with writing a CV. Those students who engage with careers services are well aware of this too.
Careers and Professional Development teams encompass a broad array of support designed to foster career readiness among students. From designing and delivering workshops that bridge academic theory with practical skills to organising large networking events that connect students with industry such as careers fairs, all the way through to end-end recruitment services for employers', career services play a crucial role in the holistic development of the university community. These opportunities can serve as a valuable professional development stepping stone into academic careers.
During my experience of working in the careers space, there can be challenges with progression and limited opportunities to move upwards into leadership positions. Talented staff often exit higher education seeking better paid or more senior roles in other HE institutions, some move into industry, often in people services, early careers, or talent management roles. Many do not stop to consider a move into academia. What if a sidestep into academia was a realistic option?
I understand the complications and don’t have all the answers but by fostering a little creativity and investment in training and development our valuable professional services colleagues working inside our HR, Finance, Procurement, Careers and other functions might find exciting opportunities to enhance their careers in the academic spaces while making a meaningful impact on student success. With a little creativity, universities could be an exciting place for professional services staff in universities seeking progression.
Get in touch
I’m always open to expanding my networks and meeting colleagues across HE institutions, please do contact me on leena.demirci@dmu.ac.uk or connect with me on Linked-In.
