Career adaptability of gifted individuals : a qualitative study

Abstract

This qualitative study investigated the career adaptability of gifted individuals, a critical yet underexplored topic in both international and Hong Kong contexts. Recognising the unique challenges faced by gifted individuals in navigating complex career trajectories, this research draws on Savickas’ Career Construction Theory and McMahon’s Systems Theory Framework (STF) to examine how gifted individuals adapt to career transitions and vocational changes. Career adaptability, defined as a psychosocial resource for managing career-related tasks and transitions, is conceptualised through five dimensions: concern, control, curiosity, confidence, and cooperation. The study also considers the broader systemic influences—individual, social, and societal-environmental—that shape the career development of gifted individuals. Using a narrative case study methodology, in-depth semi-structured interviews were conducted with six gifted individuals, all graduates of the Hong Kong Academy for Gifted Education, representing diverse professional fields, including medicine, finance, and academia. Data analysis employed both thematic coding and the Qualitative Descriptors of Career Adaptability (QDCA) framework, ensuring a detailed exploration of participants’ lived experiences. Findings underscore the prominence of cooperation as a critical dimension of career adaptability, highlighting the importance of interpersonal relationships, mentorship, and collaborative interactions in career success. Participants consistently emphasised the value of social capital, derived from communal living, extracurricular activities, and professional networks, in facilitating career transitions and adaptability. The study also reveals the significant role of unplanned chance events, which acted as catalysts for career decisions and transitions. Participants demonstrated resilience and flexibility in navigating these events, underscoring the importance of a growth mindset and openness to unpredictability in career development. Moreover, societal expectations emerged as a complex influence, with some participants expressing regret over career choices driven by external pressures rather than intrinsic interests. These findings highlight the need for career guidance that supports gifted individuals in critically evaluating societal norms and aligning their career paths with personal values and passions. Practical implications include the integration of career adaptability dimensions into educational curricula, the expansion of mentorship programmes, and the promotion of experiential learning opportunities to foster adaptability and resilience among gifted individuals. Schools are encouraged to provide tailored support, including extracurricular activities and career counselling, that addresses the unique psychological and social needs of gifted learners. Additionally, the study advocates for incorporating discussions on chance events and flexibility into career guidance to better prepare gifted individuals for the uncertainties of modern career landscapes. The study contributes to the theoretical understanding of career adaptability by emphasising the role of cooperation and systemic influences, especially the social systems, in shaping career development. It also offers practical insights for educators, counsellors, and policymakers to better support the career trajectories of gifted individuals. While the findings are limited by the small, culturally specific sample, they provide a foundation for future studies to explore career adaptability across diverse populations and contexts. This study underscores the importance of fostering adaptability, social capital, and self-awareness to enable gifted individuals to thrive in an increasingly dynamic and unpredictable world of work.