| A primary dilemma facing performing arts graduates is the transition from school to work. Although the amount of time required to attain a performing arts degree is similar to that of other professions, employment is not guaranteed through educational credentials. This research sought to explore the primary research question, which examined the perceived lived experiences of performing arts graduates working in non-arts-related fields. The research question and its subsets corresponded with the theoretical frameworks of Savickas (2002), and Lent, Brown, and Hackett (1994), who postulated varying perspectives for how individuals can build careers regardless of perceived barriers. Ten performing arts graduates were sampled. As a result of the data collection and analysis, a total of five themes emerged: preparation through a general framework of skills, high levels of adaptability, soft skills, high employability skills, and career development skills. From theme one, one subtheme emerged: performing arts strategies. Theme two produced three subthemes: financial security, family obligations, and new interests. Theme three formed three subthemes: writing, research, and computer skills, and as well as conceptual/thinking skills. Theme four evoked three subthemes: time management, good communication/strong interpersonal skills and team player/working well with others. Lastly, theme five produced three subthemes: matching one's skills to the work environment, building/cultivating skills, and maintaining positive interactions. Findings from this study may assist higher education performing arts administrators in program changes that will help students to graduate with a strong sense of the needed transferable skills for the 21st century workforce. |
