By Natalie Giles (24-25)

Introduction

Career change has become increasingly common in today’s working life.  Many people aim to leave established careers in the hope of working in jobs that offer greater meaning, satisfaction and align better with their personal values.  Postgraduate study is often viewed as a route into these new careers, which offers the opportunity to gain new learning, professional integrity and entry into expert jobs.

Organisational Psychology (OP) is a growing area that attracts many people who are trying to make a career change from fields such as human resources, recruitment and management.  It is recognised to offer a combination of intellectually inspiring, evidence-based practice, with the opportunity to improve employees’ wellbeing and performance.  Although there is limited research that examines how postgraduate students actually experience this career change and whether the expectations they hold are met with the realities of entering OP roles.  

Exploring the Lived Experience

A qualitative research design was used to explore the lived experiences of people transitioning into OP through postgraduate study.  Ten students participated in semi-structured interviews consisting of 10 questions.  This consisted of seven women and three men, aged between 30 and 60, who had graduated more than five years ago. The interviews encouraged participants to reflect on their motivations, expectations, challenges and the realities of their career change.  The findings revealed three main themes, Career Change Expectations, Traversing the Career Change and Career Change Reality.

Key Findings

Career Change Expectations

Participants began their postgraduate study with optimism.  Many expected an easy, straightforward career change into OP where they could use their new learning to help organisational challenges, especially in areas including learning and development, wellbeing or culture change.  Student motivations were frequently based on values, authenticity, purpose and alignment with their personal and professional identity.

Some of the postgraduate students were seeking a resolution to unhappiness in previous careers, particularly in roles which lacked depth or meaning. The qualification was expected to provide knowledge and a new professional identity, which would lead to accessing new professional opportunities.  However, the student’s expectations often underestimated the challenges, including the ambiguity of OP roles and the competitiveness of the job market.

Traversing the Change

The students experienced the process of career change as difficult and complicated.  Participants recalled substantial financial implications, including loss of income, reduced job security and challenges regarding balancing study with family or prior work commitments.  Even after completing their postgraduate studies, many were confronted with few job opportunities or low-paid entry-level positions.

The barriers which the students faced were both structural and social.  A significant difficulty was the lack of clarity in OP job descriptions, with job titles differing largely and rarely referencing OP skills.  The role requirement of prior experience also created an issue due to candidates needing to gain OP experience to gain OP roles, yet there were limited opportunities to gain that experience.

Additionally, some participants reported encountering sexism, classism and contempt from employees with more experience in OP.  Those without an undergraduate degree in psychology sometimes felt particularly marginalised.  These barriers contributed to frustration and self-doubt, extending the career change period and challenging the participants’ sense of legitimacy.

Career Change Reality

The eventual reality was characterised by less straightforward entry into OP positions and more creative adaptation.  Many participants entered adjacent roles in HR r consultancy and then sought to incorporate OP principles into their work.  This process of job crafting allowed them to shape their responsibilities to reflect their training and interests.

Identity reconstruction was gradual.  While some initially avoided using the title Organisational Psychologist most eventually became more comfortable identifying with it.  Identity development was often internally validated through the application of OP concepts and values in practice, instead of externally recognised job titles.  Over time, the participants developed a stronger sense of belonging to the discipline, though often through indirect routes.

Practical Recommendations

This study carries important implications for stakeholders in education, employment and career development.

Universities and Educational Providers

Postgraduate programmes could provide realistic career examples, including up-to-date job market information, the variations in OP job titles and illustrations of typical career development routes.  Practical learning opportunities, including placements and consultancy projects, are vital in helping students bridge the gap in experience.  Supporting students with professional identity development could also be included in the programmes.

Employers and Professional Organisations

More clarity is required in defining OP roles and creating a structured process for entry into OP.  Employers need to recognise the importance of postgraduate training while guaranteeing fair access to opportunities for everyone.  Professional organisations could support new recruits through mentoring, networks and clearer communication about the opportunities in this field.

Prospective Students and Career Changers

Students need to anticipate indirect career change and be equipped for financial and professional challenges.  Having resilience, adaptability and job crafting skills will be crucial for success in this career change.  Building relevant experience during study, through internships, voluntary work or applied projects can help to bridge the gap between qualification and employment.

Conclusion

This research shows that changing career into OP through study is a complex and often non-linear process.  While participants were strongly motivated by values and a desire for meaningful work, their expectations of straightforward entry were rarely realised.  Alternatively, the career change needed financial awareness, resilience and the ability to craft roles.

This research explains that professional identity in OP is not only achieved through academic qualifications but is slowly created through practice, adjustment and reflection.  For postgraduate students, success is achieved by gaining knowledge and the ability to navigate ambiguity, overcoming structural barriers and developing a professional identity over time.

By highlighting both the difficulties and the strategies for overcoming career change, this research provides important recommendations for universities, employers and students.  It emphasises the requirement of realistic preparation, clearer routes into OP and inclusive practices to ensure that postgraduate study can be more closely associated with the realities of career changing into OP.

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