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The purpose of this study is to explore ways to integrate student self-development into preparation for a post-graduate internship. The research problem to be investigated is the identified gap in support services for student wellbeing and self-esteem alongside academic development prior to entering the professional sphere. The Faculty for the Built Environment within the University of Malta conducted this as a pilot study in collaboration with the Counselling Services Unit to support students in finding ways to improve their work/study balance. The methodology used was an appreciative inquiry through workshops and focus groups over two academic years. The main findings suggest that students requested time management and resilience techniques to strengthen their study–work–life balance and develop an improved work ethic once university life is complete. Students who felt valued throughout the study period appreciated their ideas and self-identity more than others. Results were presented to the faculty staff who suggested an action–response approach to transition management. Conclusions indicated that the strength of the approach undertaken served to manage students’ transition from academic life to career entry, conduct a gap analysis to identify issues between students and staff, and facilitate a discussion of values and ethics in preparation for post-graduation career performance.

The Role of Appreciative Inquiry to Supporting Students’ Healthy Transition into the Post-Graduate World: A Case Study at the University of Malta