Using Diverse Perspectives to Evolve a Higher Education Coaching Programme

As higher education institutions face mounting pressure to improve graduate employability, coaching has become a valuable tool for development. However, there is limited research on its systematic use within undergraduate programmes. This study investigates the effects of a multi-perspective coaching programme on the learning outcomes and employability prospects undergraduates in Higher Education (HE). Building upon the exploration of coaching’s potential within higher education, this study seeks to address several critical areas of impact with the following key research questions (RQs) guiding the investigation:

1. How does coaching impact students learning outcomes and employability?

2. How can group coaching positively impact group learning?

3. How does coaching, either individual or group have sustainable impact?

These questions aim to shed light on the diverse ways in which coaching may influence not only individual students but also group learning and organizational impact upon employment of these coached students. This qualitative study employs a social constructivist framework, drawing on student reflections, focus group discussions, and semi-structured interviews. The findings suggest that structured coaching programmes play a transformative role in student learning, significantly enhancing career readiness and employability. These insights have direct implications for institutional student support strategies, advocating the integration of coaching frameworks in higher education curricula to bridge the gap between academic learning and workforce expectations.