Exploring the Dynamics of Career Events in Education: A Study Using Activity Theory

Numerous educational institutions employ career events (CEs) to enhance students' overall learning experiences, but further research is required to optimize these events. Utilizing activity theory, this study seeks to systematically investigate the interplay between collective and individual factors that shape students' experiences during CEs. 463 survey respondents with recent and significant networking CE exposure participated in the study. The results confirm the proposed research model, indicating that the student experience construct comprises a multi-dimensional framework of second-order components, including individual and peer experiences, each encompassing a set of first-order constructs. The results also validate that students' experiences can predict subsequent perceived value and satisfaction evaluations. The study's limitations, research, and practical implications for crafting meaningful and fulfilling experiences for CE attendees are discussed.