Balancing Boundaries: Navigating Stakeholder Demands in Higher Education Careers Services

As I am sure many readers will appreciate, September is always an incredibly busy month in Higher Education.

During this time, Higher Education careers services often face a barrage of requests from students, graduates, employers and colleagues, many of whom may be unaware of service capacity, existing plans and objectives. While it is important for careers services to capitalise on engagement opportunities when possible, and remain agile in supporting ad-hoc requests that advance the employability agenda, it is critical to set boundaries to protect wellbeing, energy levels and credibility with stakeholders.

The problem with being a people pleaser

Most people want to be liked and viewed positively by others. Also in my experience, careers professionals inherently want to help others. While this is normal behaviour, people-pleasing can become an excessive trait in some individuals, leading them to struggle with saying "no," avoiding conflict and prioritising others' needs over their own. This can be damaging to both the mental health and energy levels of the individual and those affected by their responses. Moreover, it can hinder the achievement of personal or organisational objectives.

People-pleasing can also negatively affect credibility. If you frequently adapt plans for others at short notice, a master-servant relationship rather than a partnership may develop. Since developing graduate employability is widely recognised as being best achieved through collaboration between stakeholders and is a concern for both the Higher Education sector and the labour market, it is vital that careers professionals are regarded as equals when working with others in Higher Education or industry. Having the capability and confidence to say "no" to requests that don’t align with priorities or are unviable can improve how others perceive you, fostering healthy, long-term working relationships.

A final issue with people-pleasing and saying "yes" too frequently is the impact on quality. Rushed or poorly planned career education, information, advice and guidance can have limited impact on graduate outcomes and excessive workloads can reduce staff performance. Additionally, a higher-than-expected workload often leads to neglect of continual professional development, including self-reflection. This can be damaging in the long term to both the individual and the stakeholders they work with.

The art of saying no assertively

1.?????? Pause before giving a response

It is unlikely that an answer is needed immediately. Take a moment to consider what is being requested and how it might impact others. It is common for requests made to careers services to affect other functions, such as Marketing.

2.?????? Evaluate the request and know your limits

Does the request align with or advance your objectives within available capacity? Are there alternative solutions and are you the best person or team to fulfil the request? In my experience, careers professionals in Higher Education are sometimes asked to perform tasks that could be handled by other functions. While it’s important to consider all requests and remain flexible, it is vital to ask whether the request will advance your agenda or distract you from core goals.

3.?????? Be honest and direct

If the request doesn’t align with your objectives, provide a clear rationale for your decision in an assertive manner. Others are more likely to accept your response if clear evidence is provided that the request has been thoroughly considered.

4.?????? Be tactful

As stakeholder engagement is highly important for all careers services, declining requests with care is crucial. Framing your declines positively and offering advice or alternatives shows respect to the person making the request, increasing the likelihood that they remain engaged with the careers service.

5.?????? Stand firm

Once you have committed to an answer, stick to it. Developing a reputation for reversing previously declined requests under pressure, especially when sensible alternatives have been recommended, can lead to a loss of credibility. It also sets a poor example for students and peers who may model their behaviour on yours.

6.?????? Practice

Talking through decision-making processes and practising firm, evidence-based responses with trusted peers can make refusing requests easier and more effective.

Conclusion

While it is more important than ever for careers services to seize opportunities to engage with stakeholders, given the UK government's continued emphasis on ensuring that study leads to positive graduate destinations, it is equally important to maintain personal and professional boundaries and to respectfully decline requests when necessary. Understanding and communicating these boundaries fosters a healthy, respectful environment, empowering Higher Education careers services to focus on their core purpose: supporting students to achieve positive outcomes and fulfil their unique social and economic potential.