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By adopting a Social Exchange Theory (SET) lens, this paper aims to integrate the often-fragmented literature streams of Vocational Behavior (VB), Career Development (CD), and Human Resource Management (HRM) to offer a conceptual model for framing sustainable careers.

A conceptual approach is taken whereby eight propositions are developed to integrate the fragmented literature streams of VB, CD, and HRM.

We posit that external factors and career counseling moderate the positive relationship between employability capital and self-perceived employability. We also argue that self-perceived employability is positively associated with career success and that career crafting moderates this relationship. Finally, we propose that career success is positively associated with a sustainable career, which, in turn, is positively associated with a sustainable organization.

The practical contribution comes from informing VB, CD, and HRM policies and practices to maximize sustainable outcomes for individuals and organizations. The paper concludes with recommendations for future research.

The theoretical contribution comes from integrating the three literature streams to offer a conceptual model as the basis for further interdisciplinary collaborations.

This study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator.

A total of 905 domestic undergraduate students from China completed an online survey.

The findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship.

The theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.

Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability through participation in a landscape of practice.

The study employed an exploratory, longitudinal case study design to capture students' lived experiences on an 18-month Master of Professional Practice course at a higher education institution in New Zealand. The data collection procedure involved field note observations (months 1–4), a focus group (month 13) and narrative frames (months 16–18). The sample was domestic students from New Zealand (n = 2) and international students from Asia (n = 5).

One’s participation in multiple communities of practice represents their landscape of practice and a commitment to lifewide learning. Through participation in various communities of practice, domestic and international students can enhance their employability in three ways: (1) boundary encounters to develop social capital, (2) transcending contexts to enhance cultural capital, and (3) acknowledging the development of psychological capital and career agency.

Our work offers one of the earliest empirical validations of sustainable career ecosystem theory. Expressly, communities of practice represent various contexts whereby employability capital is developed over time. Additionally, the postgraduate students themselves are portrayed as interconnected and interdependent actors, presenting a novel framing of such dependencies at the micro-level of the ecosystem. The practical implications come from informing universities of the value of a landscape of practice to enhance the employability of domestic and international students in preparation for sustainable careers and to promote the sustainability of the career ecosystem.

Drawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.

A total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.

The positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.

The practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.

The theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.

In this practitioner-focused essay, we combine traditional narrative storytelling approaches with Artificial Intelligence’s (AI) innovative abilities to enable career development professionals to support individuals across their lifespan.

We propose a three-phase career exploration approach, developed and tested in a real-world setting for career development professionals to support their clients to consider various career-related options as well as identify strengths and opportunities for personal development.

In phase one, the client recounts 7–10 positive narrative stories about engaging in activities they enjoyed. In phase two, the career development professional uses AI with tailored prompts to generate a personalised client report based on these narrative stories. In phase three, the report serves as the basis for further discussion and exploration with the client.

The approach provides a practical guide for career development professionals to increase their capability to support their clients in response to technological advancement and the contemporary world of work. A training document incorporating a worked example of the approach is provided in “Supplementary Material Appendix 1”.

Our approach acknowledges AI as a new actor and career development professionals as undervalued actors in supporting individuals to foster a sustainable career ecosystem.

Drawing on a framework of sustainable career theory, this paper aims to understand the interplay of agentic and contextual factors for digital micro-entrepreneurs to lead sustainable careers.

Eighteen YouTube content creators in India participated in semi-structured interviews, offering coverage of digital content creators across acting, cosmetics, finance, fitness, food, law, modelling, music, teaching, travel, and video games.

The findings showed three agentic and three contextual themes associated with the career sustainability of a digital micro-entrepreneur. Additionally, four paradoxes were identified, capturing the interplay between the agentic and contextual themes.

The career of a digital micro-entrepreneur is a dichotomy of promising hope, stardom, and flexibility while concealing challenges like precarity, hate comments, and financial instability. Knowing this can help individuals make better-informed career decisions.

The study advances sustainable career theory by capturing insights from digital micro-entrepreneurs in India to understand the interplay of agentic and contextual factors that create a series of paradoxes for such individuals to navigate over time.