Career guidance and digital induction

The purpose of this paper is to explore the process through which higher education students in the U.K. are inducted into using digital platforms for their careers. This paper will present data from a longitudinal study looking at how students use digital social media platforms as part of their career transitions after graduating. A key finding from this study is that the university plays a central role in why and how students start using digital platforms for their career. Qualitative data was gathered from students both before and after graduating about their experiences of using digital platforms for their careers. This data was analysed using an interpretative phenomenological analysis. The themes developed from this pointed to four main themes: induction, hybridity, imaginations and exposure to e-safety. This is contextualised through exploring this process as an example of the platformisation of career in a higher education context.