10/01/2024

Planned Happenstance Theory for International Student Career Development

By Shoptorshi Rahman and Amanda Cox

Abir (pseudonym) expressed that being an international student from an aerospace engineering background is quite challenging, as most jobs in the US require security clearance. Because this situation caused him anxiety, he sought career services on campus for assistance in moving forward.

Dhruv (pseudonym), an international student from India, felt a growing frustration with the lack of sponsorship given by employers in the US. He attended a career fair on campus and left very discouraged after chatting with employers over the course of two days. Dhruv explained to the campus career practitioners that in India people leave career fairs with job offers. 

International students in the United States face career anxiety due to a competitive job market (Miller et al., 2016) or incongruence with employment practices in the home country (Sangganjanavanich et al., 2011). The integration of Planned Happenstance Learning Theory (HLT) into career services offers guidance for international talents through embracing open-mindedness, career exploration and ownership (Mitchell et al., 1999).  Career practitioners can foster an environment where diverse international talents are not only encouraged but equipped to seize career opportunities in a foreign land through the use of power questions framed through the lens of HLT.

Planned Happenstance Learning Theory

The Planned Happenstance Learning Theory (HLT) implies that career development is not just about structured planning but also about being open to and prepared for unexpected opportunities. Originating from the work of Krumboltz (2009), this theory serves as a framework for taking ownership of one’s career by understanding how chance events can shape and enhance career paths. HLT encourages career practitioners to empower clients to recognize, generate, and capitalize on chance events, thus embracing serendipity as a critical component of career growth (Krumboltz, 2009). HLT serves as a guide in the changing landscape of work, offering actionable insights for career practitioners to aid clients in building career confidence while managing uncertainty and acculturation (Sangganjanavanich et al., 2011) in their career journey.  Utilizing networking skills and maximizing opportunities demonstrates a mindset that embraces both rationality and flexibility, which is crucial in the job search process.

Power Questions for the Career Practitioner

An elementary component of career services involves questioning (Janicki, 2024). Power questions encourage self-reflection and conversation among career practitioners and clients in unexpected and delightful ways, serving as “keys to opening locked doors” (Panas & Sobel, 2012, p. 12). Career practitioners can assist their clients by reviewing power questions framed through the lens of Planned Happenstance theory. Such questions aim to encourage clients to embrace uncertainty, recognize the potential of unplanned events, and proactively develop strategies for career transition and growth.

The following questions will invite further curiosity when considered by career practitioners serving international students facing various career needs.

Career Exploration:

• Within difficult economic circumstances, such as hiring freezes in high-tech industries, how might international students see and take full advantage of career opportunities?
• How can international students be prepared to explore different occupations and areas of expertise such as by acquiring new knowledge and upskilling?

Career Transition:

• How can international students leverage chance events or encounters to identify and pursue new career opportunities and expand their networks?
• In what ways can international students utilize their unique experiences and backgrounds to transition into different industries or roles?
• What strategies can international students use to adapt their existing skills to meet the demands of an emerging career field?
• How can international students build resilience and adaptability to navigate career transitions in a foreign job market?

Career Growth:

• What steps can international students take to continuously develop their skills and knowledge in alignment with personal values, emerging trends and opportunities?
• How can international students identify and seize growth opportunities within their current roles or industries?
• In what ways can international students proactively seek mentorship and networking opportunities to support their career advancement?
• How can international students create a personal development plan that integrates the principles of planned happenstance to foster ongoing career growth?

Client Stories

Abir was encouraged by his career practitioner to engage in conducting informational interviews with fellow international alumni whom he followed on LinkedIn. In addition, he attended various networking sessions to gain different perspectives. These chance encounters through networking gave him information to move forward in his career trajectory. As a result, Abir decided to gain diverse professional and research experiences to facilitate a career pivot into technology project management roles. For instance, he applied for a paraprofessional position on campus to develop project management skills, and then secured full funding to pursue a Ph.D. in mechanical engineering, which ultimately led to a career pivot.

Dhruv discussed his network and family connections during career services sessions. Following a discussion on how to engage this network in his career journey, he saw it expanding and as a result he became more hopeful. The opportunity to capitalize on his journey in an unexpected way resulted in him moving forward in his career endeavors.

Adapting and Thriving in the Future

By embracing the flexibility to adapt to unexpected opportunities, individuals like Abir and Dhruv illustrate how serendipity can significantly enhance career paths. Career practitioners play a pivotal role in fostering this transformative mindset (Mezirow, 1991), encouraging clients to view chance encounters as critical opportunities for growth. Through the use of power questions and an openness to unplanned events, career practitioners can empower international talents not only to adapt to but thrive in dynamic and challenging career landscapes.

References

Janicki, C. (2024). Fostering relationships and growth: The role of power questions in career services. Career Convergence. https://careerconvergence.org/aws/NCDA/pt/sd/news_article/564154/_PARENT/CC_layout_details/false

Krumboltz, J. D. (2009). The happenstance learning theory. Journal of Career Assessment, 17(2), 135-154.

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Miller, J., Berkey, B., & Griffin, F. (2016). Preparing international students for a competitive job market: Challenges and opportunities. Campus support services, programs, and policies for      international students, 119-142.

Mitchell, K. E., Levin, A. S., & Krumboltz, J. D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling & Development, 77(2), 115-124.

Sangganjanavanich, V. F., Lenz, A. S., & Cavazos Jr, J. (2011). International students' employment search in the United States: A phenomenological study. Journal of Employment Counseling, 48(1), 17-26.

Sobel, A., & Panas, J. (2012). Power questions: Build relationships, win new business, and influence others. John Wiley & Sons, Inc.

Shoptorshi Rahman, Ph.D., MBA, specializes in career advising and professional development for college students, with a passion for empowering international, immigrant, and refugee early-career talents in the U.S. higher education system. She has developed management development curricula tailored to undergraduate courses and has taught Human Resource Development (HRD) courses at the University of Illinois Urbana-Champaign (UIUC). Her doctoral research examined the career advancement challenges experienced by technical professionals who became first-time managers in high-technology organizations by offering insights for strategic management development interventions. She believes her practitioner background continues to inform her career development initiatives for enriching her diverse range of clients. Shoptorshi can be reached at shoptorshi007@hotmail.com or on LinkedIn at: https://www.linkedin.com/in/rahmanshoptorshi/

Amanda Cox, CCC, MSEd, has 24 years of experience in career counseling and higher education. She currently serves as the Associate Director, Career Advising for Gies College of Business at the University of Illinois at Urbana Champaign. In her role she is focused on one-on-one service delivery and professionally developing those who work with students.  She is passionate about the career development needs of students and training campus partners on the value of career services in higher education. Amanda has presented at NCDA, NACE, Midwest ACE and NACADA on topics related to equity in career services and career counseling and training. She can be reached at aacox@illinois.edu or on LinkedIn at https://www.linkedin.com/in/amandaanncox