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There are positive outcomes associated with educational attainment, with increased schooling resulting in benefits to individuals and society (Akinyemi & Ofem, 2012; Harper, Patton, & Wooden, 2009; Kezar, Chambers, & Burkhardt, 2005; Lewis & Hearn, 2003). Among the many benefits, individuals are likely to obtain more technical jobs and receive job promotions with the additional education and academic preparation they have received. Not only do the individuals have the potential for a greater income, but they also experience an increase in wages for every year they attend school, apart from gains in critical thinking, skills development, employment readiness and socialisation, and life-long learning, amongst other outcomes (Coates & Edwards, 2011; Tight, 1989). The benefits of increased education to society are considerable as well. Higher education is important for social equity, mobility and integration (Brennan & Teichler, 2008), resulting in individual participation that in turn benefits the larger society (Belyakov, Cremonini, Mfusi, & Rippner, 2009). Lowell and Findlay (2001, p. 1) found that ‘the level and distribution of educational attainment has a strong impact on social outcomes, such as child mortality, fertility, education of children and income distribution’ (p. 1). Earning a higher education degree leads to income growth, expanded range of choices and increased relevant skills (Ozsoy, 2008). Furthermore, obtaining higher levels of education leads to better living conditions, better jobs and Background: There is limited empirical research on students’ experiences in the Haitian higher education system, and even fewer that examined university-based career counselling and the career trajectory of university graduates in Haiti.

Higher education and career development experiences of emerging adults: A focus on university students and graduates in Haiti