Access to Career Development Opportunities for Employees with Humanities Educational Backgrounds in Technology Companies

Mochamad Irfan

Authors

Mochamad Irfan Universitas Mayjen Sungkono Mojokerto

Keywords:

career development, humanities graduates, technology companies, educational background discrimination, access barriers

Abstract

Humanities graduates in technology companies face structural, cultural, and procedural barriers to career development opportunities. This study constructs a conceptual framework explaining access disparities based on educational background. A systematic literature review method was applied following established qualitative research procedures. Structural barriers include rigid degree requirements that block humanities graduates from entry level technical positions. Cultural barriers emerge from shared beliefs that technical skills possess higher value than humanistic and social competencies. Procedural barriers originate from performance measurement systems biased toward quantitative contributions rather than qualitative insights. Alternative career paths designed specifically for non engineers often become dead ends preventing advancement to senior levels. Formal mentoring programs are necessary to bridge cultural knowledge gaps not taught in standard training. Technical training for humanities graduates requires different pedagogical approaches leveraging their abstract thinking strengths rather than assuming prior knowledge. The signaling theory of education explains why degree stigma persists even after years of relevant work experience. Cross national differences demonstrate that inclusive practices toward humanities graduates are feasible and already implemented successfully. Long term value of humanities graduates becomes visible through improved product quality, reduced internal conflicts, and better ethical decision making. Ethical implications of educational background discrimination deserve attention alongside other protected categories.

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