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<p>Sector-wide shifts stemming from the COVID-19 pandemic mean that secure, salaried employment can no longer be a ‘gold standard’ by which we assess the success of Australia’s ‘investment’ in doctoral education—particularly in the arts. Graduate employability education is often positioned as a strategic, competitive, skills-based undertaking, that positions candidates as being solely responsible for their career success or failure. However, as many aspects of work in the arts are increasingly unsustainable, musicians need expanded skills and competencies to navigate escalating forms of personal and professional precarity. Understanding the value of a doctoral degree through the lenses of employability, labour market information, or the ongoing commodification of education, therefore, limits the ways we might understand and prepare music doctoral candidates for emerging challenges. In this paper, we explore how post-graduate music students envisage their futures, drawing upon a more holistic, personal, vocational psychology approach to careers guidance. Through a career constellation workshop activity, we aimed to understand how music doctoral candidates’ own values and visions might inform their perceptions of their career opportunities. These visions provide valuable insights into alternative ways higher education institutions can support doctoral students to develop sustainable careers through a focus on career <i>guidance</i>, rather than career <i>outcomes</i>.</p>

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From clusters of crises to constellations of hope: career guidance for doctoral candidates in challenging times

  • 期刊论文

  • 发表日期：

    2025年12月9日

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  • Nicole Canham,
  • Alexis Anja Kallio

摘要

Sector-wide shifts stemming from the COVID-19 pandemic mean that secure, salaried employment can no longer be a ‘gold standard’ by which we assess the success of Australia’s ‘investment’ in doctoral education—particularly in the arts. Graduate employability education is often positioned as a strategic, competitive, skills-based undertaking, that positions candidates as being solely responsible for their career success or failure. However, as many aspects of work in the arts are increasingly unsustainable, musicians need expanded skills and competencies to navigate escalating forms of personal and professional precarity. Understanding the value of a doctoral degree through the lenses of employability, labour market information, or the ongoing commodification of education, therefore, limits the ways we might understand and prepare music doctoral candidates for emerging challenges. In this paper, we explore how post-graduate music students envisage their futures, drawing upon a more holistic, personal, vocational psychology approach to careers guidance. Through a career constellation workshop activity, we aimed to understand how music doctoral candidates’ own values and visions might inform their perceptions of their career opportunities. These visions provide valuable insights into alternative ways higher education institutions can support doctoral students to develop sustainable careers through a focus on career guidance, rather than career outcomes.