| This study utilized narrative inquiry and analysis to explore how second-year students at a faith-based university understand and experience a sense of calling. Multiple definitions of calling exist. Ordinarily, the notion of calling incorporates perceptions of meaning and purpose, the recognition of God, passion, and talents as dynamic forces (Hunter, Dik, & Banning, 2010; Weiss, Skelly, Hall, & Haughey, 2004). Intrinsic to these definitions are the awareness of a divine summons to serve and love God, or a guiding force, and the inner quest for meaning and purpose revealed by way of prayer, self-reflection, and contemplation (Astin, Astin, & Lindholm, 2011). Although research has examined calling in students in higher education, no previous study has explored how sophomores at Christian colleges perceive and experience a sense of calling. The purposeful sample consisted of 8 second-year students aged 19 to 20 years enrolled at a Christian university. These participants were interviewed about their conceptions and experiences of calling through semi-structured interviews. From the students' narratives, 5 themes emerged through narrative analysis that resonated with existing calling literature: (a) calling rooted in faith in God and a desire to serve others; (b) calling as disposition or destination; (c) the role of struggle in calling; (d) the role of reflection; and (e) calling as privilege. The findings suggest institutions of Christian higher education consider 4 recommendations: (a) Integrate the language of calling in the context of mission and educational experience; (b) Provide students with opportunities to explore their calling early in their educational experience; (c) Incorporate and expand the use of calling in conversations in academic advising and career counseling; and (d) Develop and implement a nuanced, inclusive, and culturally informed approach to the notion of calling when working with students from underrepresented populations. |
