Focused for Some, Exploratory for Others: Job Search Strategies and Successful University-to-Work Transitions in the Context of Labor Market Ambiguity

This article examines the role of student job search strategies that differ in goal-directedness (focused, exploratory, and haphazard) achieving successful university-to-work transitions (i.e., employment jobs with high skill use/development qualification–job match). The relationship between outcomes is considered two labor market contexts—high or low ambiguity—which are represented by comparison arts, humanities, social sciences (AHSS) science, technology, engineering, mathematics (STEM) graduates, respectively. Using two-wave survey data, we find during university do not explain, yet differentially impact, one year after graduation. Fully exploring opportunities was particularly beneficial for STEM graduates (low ambiguity context) more focused AHSS (high context). Paradoxically, findings both question reinforce efficacy career agency overcoming barriers to entry, depending on context. study contributes context debates relevant school-to-work transitions.