Cognitive development in the transition from higher education to work through the lens of Zone of Proximal Development: Interpretative Phenomenological Analysis

Abstract

Vygotsky’s Zone of Proximal development has proved influential in many learning-oriented contexts, developing from its focus on children to encompass adult learning. There has, however, been less research into the implications of Vygotsky’s work for university programs that prepare graduates for a specific professional context such as hospitality and tourism. This work in progress paper explores the transitional experiences of such graduates in Cambodia. Using Interpretative Phenomenological Analysis, this paper explores graduate employees’ potential and actual development in the workplace, building on their university experience. Study participants achieved varying levels of development based on diverse learning experiences and opportunities at university, provided by employers and from peers.