Framing the Future: A Photovoice Study of Student Perspectives on Creative Education Transitions

Abstract

The creative industries continue to expand globally; however, students pursuing creative degrees often encounter fragmented and non-linear pathways into employment. Limited research explores how creative students interpret and navigate this transition at the beginning of their final year. The study addresses this gap by exploring how this cohort conceptualises employability at a pivotal stage using a participatory, visual methodology. This study examines the perceived employability capital of nine final-year creative arts students and how this evolves through structured reflection. A photovoice methodology was employed, underpinned by the Employability Capital Growth Model. Participants captured and discussed images in response to guided prompts, collaboratively generating themes and presenting their work through a public exhibition. Data were analysed using reflexive thematic analysis, alongside pre- and post-intervention Likert-scale measures. Four interconnected themes were identified, capturing how students make sense of transition and uncertainty: juxtaposition, reflecting tensions between expectations and lived realities; movement, representing transitional identities and trajectories; fluidity, emphasising openness to emergent opportunities; and people, highlighting the role of social networks in building resilience. Qualitative and quantitative findings indicated an increase in perceived employability capital following the intervention. The study recommends embedding tailored employability support across the student lifecycle, strengthening cross-departmental collaboration, and recognising diverse graduate outcomes. Peer learning and interdisciplinary engagement are identified as key mechanisms for enhancing social capital and career confidence. This research contributes to skills development by demonstrating how participatory, reflective approaches can enhance students’ capacity to articulate and mobilise employability capital within complex career ecosystems. It highlights the importance of timely, inclusive interventions to support non-linear transitions and improve graduate outcomes across disciplines.