Graduates perceptions of a UK University based coach education programme, and impacts on development and employability.

This investigation explored graduates’ perceptions and experiences of a Higher
Education (HE) coach education programme. It aimed to identify if this formal
learning source had impacted upon attendees’ development and employability, while
uncovering information to potentially inform future provision. 10 graduate coaches
who had completed coaching modules at a United Kingdom (UK) HE institution
participated in in-depth semi-structured interviews. Graduate coaches highlighted a
positive educational experience that developed critical analytical skills, assisted in
their perceived accelerated development, and enhanced employability. Using Carl
Rogers’ work as a framework to analyse the data, it is demonstrated that the findings
collectively offer implicit support for the adoption of a person-centred educational
philosophy. Further research and debate is identified as necessary to ascertain whether
the person-centred approach offers a legitimate and effective alternative form of
coach education