Location, timing, and flexibility: Positioning inclusivity in higher education career services

Students from disadvantaged backgrounds have been reported to use university career services in smaller numbers than their peers. In order to address this, services have been advised to “establish ways of identifying, within their first term of study, those students who are particularly likely to need help and guidance from the Careers Service” (Harris, 2001, p. 8). By analysing two career programs—traditional stand-alone career workshops and an alternative service, which incorporates employability skills as part of a service learning program—the inclusivity of career programs and the kinds of students programs attract was explored. It was found that the program that had greater flexibility in terms of location, choice, and timing attracted a statistically significantly larger number of disadvantaged students. It is recommended that services consider contextually and critically analysing programs, systems, and methods of working to ensure that these are not disadvantaging one or more student groups.