THE ROLE OF THE EMPLOYER IN THE CAREER GUIDANCE OF STUDENTS IN THE SPECIALISED FIELDS OF STUDY

ABSTRACT

The article examines the transformation of career guidance in modern higher education, where it is no longer a one-time act of choosing a profession but a continuous process of professional self-determination and identity formation among students in specialized fields of study. Special attention is given to the role of the employer, who today acts as an active agent of professional socialization, influencing students’ motivation, self-efficacy, and perception of their professional future. The aim of the study is to analyze the employer’s role in career guidance through the lens of key psychological theories and mechanisms.

The theoretical and methodological framework includes Bandura’s social cognitive theory, Deci & Ryan’s self-determination theory, Super’s theory of career development, as well as constructivist and expertise-based approaches to learning. The article proposes a classification of forms of “university–employer” interaction based on the degree of involvement and depth of psychological impact and systematizes effective methods and practices of work with students. It is demonstrated that psychologically informed cooperation with employers contributes to the formation of a stable professional identity, strengthens motivation and ensures a more conscious transition from education to professional activity.

Keywords: career guidance; professional self-determination; professional identity; employer; students.

Introduction

Modern career guidance has ceased to be a one-time event aimed at choosing a profession. For students already enrolled in specialized programs, it transforms into a process of professional self-determination and identification, where the psychological aspects of adaptation to their future role become key.

In this context, the employer moves beyond the framework of a passive "consumer" of graduates, becoming an active agent of socialisation who directly influences the evolution of the professional "self" of the future specialist.

Research object: the process of professional self-determination of students in specialised fields of study.

Research subject: the role and psychological mechanisms of the employer's influence on career guidance and the professional development of students.

Research aim: to analyze the employer’s role in career guidance through the lens of psychological theories and mechanisms.

Research materials and Methods

The research methodology is based on a qualitative theoretical-analytical approach and includes the analysis and synthesis of scientific publications on on the problems of career guidance, professional self-determination the interaction of educational organisations with employers. The work employed methods of comparative and systemic analysis, as well as interpretation of principles from social cognitive theory, self-determination theory and the concept of professional development to identify psychological mechanisms of the employer's influence on the formation of students' professional identity.

Results and Discussion

Career Orientation as a Stage of Professional Development: A Psychological Perspective

Career guidance, considered in a psychological context, extends beyond simple career choice. It is a multifaceted process that becomes an integral part of professional development, beginning from early childhood and continuing throughout life. At this stage, individuals not only become acquainted with the world of professions but also engage in deep self-exploration—understanding their abilities, interests, values, and motivations, which t collectively form an individual trajectory of development. The psychological aspect of career orientation lies in creating conditions that allow a person to fully and harmoniously unlock their potential, choose a path that will not only bring income but also satisfaction, contribute to personal growth and self-realisation [6].

The main task of the psychological context of career guidance is to unlock an individual’s potential. This includes deep self-exploration, identification of predispositions (towards analytical thinking, creativity, communication, or physical labour), abilities (logical reasoning, spatial imagination, empathy) and personal qualities (responsibility, communication skills, stress resilience). It is also important to consider one’s temperament and nervous system type, as they influence a person’s predisposition to certain types of activity and success in adapting to the professional environment. This process requires awareness and readiness for reflection from the person, enabling individuals not only to recognize their strengths but also to understand their possible limitations [2].

At early stages of professional development, psychological career guidance is aimed at stimulating curiosity, broadening horizons, and forming a positive attitude toward work. This period is characterized by play, exploration, development of basic skills, and the formation of ideas about different types of activities. Later on the focus shifts toward making a conscious choice, where self‑analysis, identification of professionally significant qualities, formation of professional intentions and the initial career planning become decisive factors [9].

At later stages of professional development, when individuals already gained some work experience, career guidance shifts to professional growth and reorientation. The psychological aspect at this stage is associated with overcoming professional crises, adapting to changes within the professional domain, searching for new meanings and new applications of one’s skills, as well as planning further career growth. This may include development of leadership qualities, mastering new skills, changing professional fields or even the building an entirely new career [9].

In modern work psychology and organizational psychology, career guidance is viewed not as a one‑time event (such as choosing a university or a major), but as a continuous process that accompanies an individual throughout their entire professional journey. For a student enrolled in a specialized field of study, this process represents a key stage of professional development and identity formation [6].

From a psychological perspective, the main tasks of career guidance at this stage include:

Clarification and operationalization of the professional image. The abstract “image of the profession” formed at the time of enrollment must be filled with real content: specific work functions, corporate culture, everyday working conditions.

Formation of professional identity. This is the process of a person's self-identification with the professional community, adopting its norms, values, and standards. This identity answers the question: “Who am I as a professional?” [9].

Development of professional self‑efficacy (A. Bandura). This refers to the conviction in one’s ability to successfully perform tasks within a specific professional domain. It is a key motivational factor that determines persistence in the face of challenges [6].

Crystallization of professional interests and values. A deeper acquaintance with various aspects and specializations within a profession allows one to make a more conscious and stable choice of career trajectory.

Thus, in the psychological context, career guidance is a continuous process that supports an individual at every stage of their professional journey, helping them adapt, develop, and achieve maximum realization of their capabilitiess.

Psychological theories explaining the influence of practical experience on professional development

The effectiveness of interaction with the employer can be explained through several fundamental psychological theories:

A. Bandura’s Social Cognitive Theory. According to this theory, learning occurs not only through direct experience but also through observation of models (vicarious learning). Company specialists giving guest lectures or serving as mentors become living reference models. The student observes their behavior, cognitive strategies, and emotional reactions to professional challenges, which enables them to assimilate effective patterns while bypassing the stage of trial and error [6].

Constructivist theories (J. Piaget, L. Vygotsky) emphasize the active role of the individual in constructing their own knowledge and understanding. Practical experience here serves as the main building material. In the process of performing work tasks, encountering difficulties, searching for solutions and analyzing results, a person actively constructs their professional reality. They do not simply absorb information but integrate it into existing cognitive structures, forming a deep and meaningful understanding of their field of activity [5].

Expertise Theory (K. Anders Ericsson) focuses on mastering something through deliberate practice. According to this theory, it is systematic, intensive, and feedback‑oriented engagement in practical activity that allows transition from a certain level of competence to genuine expert performance. Practical experience, outside of routine, directed toward solving challenging tasks, stimulates the development of specialized cognitive processes, intuition, and the ability to make rapid decisions in non‑standard situations [9].

Self‑Determination Theory (E. Deci and R. Ryan). According to this theory, three basic psychological needs are essential for motivation and professional well‑being: competence, autonomy, and relatedness.

Competence is fulfilled through solving real cases and receiving constructive feedback from practitioners.

Autonomy is supported when a student is given the opportunity to take initiative and make conscious choices within an internship or project.

Relatedness is formed through inclusion in the professional community, establishing initial contacts with colleagues, and developing a sense of belonging to a shared cause.

D. Super’s Theory of Career Development. This theory emphasizes that career development is a process of realizing one’s self‑concept. Interaction with the employer provides a space for “role play.” In this setting, the student tries out a professional role in conditions that are safe yet authentic, allowing them to examine how well their self‑concept aligns with the demands and realities of the profession, adjust it where necessary, and strengthen it [5].

The concept of the “imagined future” and possible “selves” (H. Markus). Interaction with company representatives materializes the student’s abstract “possible professional self”. They are presented with concrete examples of career paths (such as a successful manager, expert analyst, project lead), which makes their own professional future more vivid, achievable and motivating.

Thus, psychological theories demonstrate that professional development is not a linear but a dialectical process in which theoretical knowledge and practical experience are in constant interaction, enriching and transforming one another.

Practice serves as a testing ground for verification, refinement and deepening understanding, as a source of valuable feedback and as a foundation for developing confidence and mastery—without which true professionalism cannot be achieved.

Classification of Forms of Interaction “University–Employer”

Interaction between higher education institutions and employers is a key factor in ensuring the relevance of educational programs, increasing the competitiveness of graduates, and supporting their successful employment. This collaboration may take various forms, which can be classified according to several criteria reflecting the degree of integration, the objectives of cooperation and its overall direction.

The employer’s involvement in career guidance is realized through different forms, each possessing a different potential for psychological impact on the student. These forms can be classified according to their level of activity, interactivity, and depth of “immersion” into the professional environment [1].

1. Passive–informational forms (low level of involvement):

Public lectures and general company presentations. These serve primarily informational and image‑building functions. The psychological effect is limited to forming a general impression and possibly emotional interest (“this is an interesting company”). Mechanism: social information and the contagion by the speaker's enthusiasm.

Career days and job fairs. These provide fragmented information from numerous employers and allow for superficial contact. The psychological effect lies in reducing uncertainty and broadening students’ understanding of the job market. However, due to the Q&A format and a generally high‑noise environment, they do not exert a deep influence on identity formation.

2. Active–modeling forms (medium level of involvement) [3]:

Master classes and workshops by practitioners. The student not only listens but also performs specific professional tasks under the guidance of an expert. The key psychological mechanism here is Bandura’s modeling and the experience of situational success, which directly increases self‑efficacy in a particular skill.

Solving real cases (case studies). This requires applying knowledge to analyze a complex, ambiguous situation from company practice. The psychological mechanism involves cognitive confrontation of idealized models with reality, development of professional thinking and reflection. The need for competence is satisfied in this process.

Field trips or company visits with process involvement. These allow students to see the “inner workings” firsthand, hear the “language” of the environment, and interact with employees at different levels. The psychological mechanism consists of visualizing the “possible self” and the professional context, making the future more concrete and tangible.

3. Immersive–transformational forms (high level of involvement) [2]:

Internships. These constitute the most powerful instrument. The student becomes integrated into the work system for an extended period, performs real tasks and complies with internal regulations. The psychological mechanisms include:

Role play: full immersion in the professional identity.

Receiving systematic feedback from colleagues and supervisors, which helps adjust self‑assessment.

Forming of relatedness with the professional community.

Crisis and subsequent crystallization: confrontation with routine and difficulties may lead to a professional crisis which, when properly supported, results in more mature and conscious self‑determination.

Dual study and long‑term internships. These represent an integration of education and work. The psychological impact is at maximum: students gradually “grow into” the profession; professional identity is formed naturally and progressively; the stress of the transition from university to employment is minimized.

Mentorship from a company employee. This provides an individualized development trajectory. The psychological mechanism involves the presence of an “authority” within the profession who offers support, transfers knowledge, facilitates reflection on experience, and serves as a living model for identification.

Thus, the presented classification of forms of interaction between universities and employers reveals the multifaceted nature of this partnership, which extends far beyond traditional teaching and employment practices. From simple informational initiatives to deep integration into the educational process and joint research activities, each form of interaction plays its own unique role in enhancing the quality of education, increasing the relevance and competitiveness of graduates, and fostering the development of innovative potential.

The categories identified — informational‑communicative, educational‑practical, research‑oriented and institutional‑strategic interaction—make it possible to structure approaches to building effective partnership relations. Understanding these forms and their specific characteristics enables universities and employers to purposefully select and develop the most relevant areas of cooperation, considering their own goals and objectives.

Successful interaction “university–employer” is not merely desirable but a critically important factor for developing a competitive workforce, adapting educational programs to the real needs of the job market, and stimulating innovation. The systematization and deliberate selection of cooperation formats, based on the proposed classification, pave the way for creating sustainable and mutually beneficial alliances that promote the progress of both the higher education system and the economy.

Methods and Practices of Employer Interaction with Students

Effective interaction of employers with students is a strategically important step for both parties. For companies, it is an opportunity not only to form a pool of future qualified personnel but also to strengthen their brand as an attractive employer. For students, it is a chance to gain invaluable practical experience, understand the specifics of their chosen profession and begin building a successful career.

Employer interaction with students is not merely a formality but a strategically important process contributing to the preparation of qualified personnel, gaining loyalty from future specialists and strengthening the company's image. Effective methods and best practices in this area allow achieving a synergistic effect: students gain valuable practical experience and the opportunity to build a successful career, whilst employers gain access to fresh ideas, potential employees and new talents [4].

The key directions of successful interaction are proactive engagement of students, beginning from the stage of education, and creating conditions for their development and integration. This includes diverse formats such as internships, workshops and public lectures, job fairs and career events, as well as collaboration in joint educational programmes and projects. It is important that these initiatives be oriented not only towards the company's current objectives but also towards long-term vision, providing students with the opportunity to integrate into corporate culture and understand the specifics of the job [7].

There are methods and best practices that secure the transition from theoretical models to practical implementation of psychologically effective employer interaction with students of specialised fields of study, ensuring the career guidance results.

1. Best Practice: mentorship/personal supervision in the company.

Content: each student is assigned not only an official supervisor but also a specifically trained young employee —a "senior peer". Such “peers” are the first contacts for students if any work and workspace related questions arise [8].

Psychological effect: this best practice creates a channel for safe communication, reduces anxiety and distance. Students receive support from a person who was recently in their position, which contributes to forming a sense of belonging and satisfies the need for social connections in a new place.

2. Method: structured feedback according to the "Observation–Consequence–Recommendation" model [3].

Content: internship supervisors and company mentors undergo training to give feedback according to a clear algorithm:

1) Direct observation of the student's action;

2) Objective consequence of this action for work;

3) Direct recommendation for improvement.

Psychological effect: this method forms an understanding of the direct connection between their professional actions and work results. Such a format is perceived as assistance in development rather than personal criticism, which preserves motivation and contributes to professional growth.

3. Best Practice: organising "career path days" involving employees of different levels [7].

Content: the company regularly conducts meetings where several employees—from recent graduates to executives—sequentially tell students about their current projects, career steps, key successes and challenges throughout their professional journey.  

Psychological effect: allows students to see not a static "job opening" but a dynamic "career story". This makes the professional future vivid and achievable, helps in constructing an individual development trajectory and strengthens belief in one's own prospects.

4. Method: partaking in project cycles with gradual increase in complexity [9].

Content: the student is involved in an active project not as an observer but as a team member with a defined range of tasks. Gradually, the level of responsibility and complexity of assignments increases.

Psychological effect: creates a stable "chain of success", where each new achievement builds on the previous one. This powerfully strengthens professional confidence, develops systemic thinking and provides deep satisfaction from real, not educational, results.

5. Best Practice: joint university–employer "recommendations for profession development" [8].

Content: creating a permanent working group of leading university lecturers and specialist-practitioners from partner companies. This council regularly discusses current changes in the profession, adjusts internship programmes accordingly, develops new formats for joint events and analyses feedback from students.

Psychological effect: demonstrates that professional domains are living, developing organisms. This best practice strengthens student’s trust in educational programmes and forms an understanding of the necessity of continuous learning and adaptation process.

Thus, application of these methods and best practices ensures the transition of interaction from an introductory format into an integrative one.

The key condition for success is their systematicity and psychological competence, when the employer acts not as an examiner but as an interested key player of the professional development of the future specialist. This leads to the formation of a realistic, stable and motivated professional mindset in the student.

Conclusion

The conducted analysis allows asserting that the role of the employer in career guidance of students in specialised fields of study is constituent and psychologically significant. Having evolved from an episodic participant to a strategic partner in the educational process, the modern employer takes over several key roles: as a representant of the current professional standard, as a creator of an authentic development environment and as a co-author of the student's professional identity.

The main conclusions of this research are as follows:

From a psychological perspective, interaction with the employer satisfies the student's basic needs in professional development: competence—through solving real tasks and receiving feedback; autonomy—through the opportunity to show initiative in projects; relatedness—through inclusion in the professional community. This creates the foundation for motivation and professional wellbeing.

Forms of interaction have different transformational potential. Passive-introductory forms (lectures, fairs) inform, active-modelling (workshops, cases) help developing specific skills and self-efficacy, whilst immersive-transformative (extended internship, dual study) directly form professional identity and ensure smooth transition “university–employment".

The effectiveness of interaction directly depends on the application of psychologically adequate methods and best practices.

Thus, a well-designed university–employer partnership represents not an instrument for solving personnel issues but an investment in human capital. For the student, this is a path to a conscious, realistic and stable professional position. For the employer, it is an opportunity to "nurture" a loyal and competent specialist whose values and skills are initially consonant with the corporate culture. For the education system, it is a guarantee of relevance and practical orientation of programmes.

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