Some features of the site may not work correctly. Ghuangpeng Published Business The current study investigated what factors appear to drive the career decision-making of Thai and Australian tourism and hospitality students. This study was conducted to identify various factors that Thai and Australian students perceived to play an important role in their decision to seek a career in the industry.
Save to Library. Create Alert. Launch Research Feed. Share This Paper. Background Citations. Results Citations. Figures and Tables from this paper. Citation Type. Has PDF. Publication Type. More Filters. View 2 excerpts, cites background. Research Feed. Factors affecting career choice among undergraduate students in Universitas Indonesia.
Highly Influenced. View 5 excerpts, cites results and background. Career choice of real estate students in Nigeria. Influences on career choice: Considerations for the environmental profession. Career self-management in clan and hierarchical organisational cultures : towards the development of a competing values career self-management framework. They reasoned that they made their best career decisions when around their families or in their learning environment. Sixty-eight They also showed me what careers might be good for my personality.
These students felt that their families played supportive roles in their decision to pursue STEM careers. These participants reported as follows:. I am very determined to change my way lifestyle, therefore am willing to work hard in my chosen field. I was raised by a farm worker so pursuing studies under STEM is something I grew up wishing although less support from them because they are not educated. Yet, a worrisome sub-theme emerged where some students felt that they were under obligation to support their family.
When you are born under privileged, you are not satisfied by life. Hence, you always believe you must be successful at what you do, even if it is a career within STEM to support the family. Conversely, 23 students Further understanding of the intricacies of family influence in the career decision-making behavior of STEM students in this university could yield meaningful results. However, the reports deduced from the texts of participants who reported that their family had no influence over their career decision, therefore, they were left alone to decide are.
Additionally, career prejudice emerged as one of the reasons explicating why the family had no influence on the decision-making behavior of participating students that said:. I am studying Engineering. My family believes that if you choose a career in STEM, you might never finish your studies because it is difficult. These students believed that their families were prejudiced against their decision to follow a career in STEM. This second category of theme one interpersonal influence showcases the influence that teachers have on the career decision-making behavior of STEM students.
Mzobe agrees with Young and Collin that there is an intrapersonal level of influence on career decisions. This level depicts the interface of self in the decision-making process of the individual student. The sub-themes here include the following:.
This is the second category under theme two. Interestingly, 83 students Career interest is important in the decision-making process of students and has implication for policy decisions. My parents always encouraged me to pursue a career I am passionate about. This encouraged me towards STEM field. This is the third category of factors influencing career decision-making as found in theme two.
Fifty-three Their comments are as follows:. The fourth category of factors identified in theme two is personal development. The 17 students It is nice to know what goes on in the smaller parts of life which become the greater ones. I love learning about all that to improve the lives of others and mine. This is the fifth category of concepts under theme two. They seemed to understand what they could do as stated below:. Being in harmony with my family and with myself, I've known to accept my strengths and weaknesses and through assessing those, I know I wouldn't want to study anything else.
And accepting that I'm studying what I believe I was born to do, makes me appreciate more and work harder. I'm doing well my results are good. This is the sixth concept in the category of factors found in theme two. Participants seemed to believe that they were influenced by their spiritual life to pursue a career in STEM.
Others saw morality and values as being supreme to financial benefits deriving from a successful completion of study in STEM. Sub-themes that emerged here are as follows:. Financial matters describe the first category of factors that emerged in theme three. This study did not set out to evaluate the effect of finance on career decision-making behavior of students in STEM, but it emerged as a theme. Therefore, the expectation of better pay when studies are completed could have stimulated their decision to pursue a career in STEM.
These factors emerged as the second category of theme three. Their comments are stated below:. Some of the jobs are similar and you can use skills from one job in the other job. This qualitative research provides insight and perspective into the factors that influenced the career decisions of participating STEM students in a South African university.
This result is also supported by previous evidence that showcases family influence as a leading theme among the themes in career decision-making Jacobs et al. For several participants, family was found to be very influential in their career decision-making, as commonly reported by scholars Mzobe, ; Nugent et al. However, it was interesting to find in this study that some participants distanced themselves from the family as an influential factor on their career decision-making.
Those students firmly reported that other factors such as the need to support their family took greater priority in their career decision-making. Summarily, interpersonal factors were found to be the most prominent reason cited by participants for career decision-making in this study. This implies that educators and stakeholders who have an interest in closing the STEM skills gap by understanding how students make their decision to major in STEM can take note of the levels of influence that the family has on student career decision-making, create constructive initiatives, and offer structures that foster robust interpersonal connections in a productively strategic manner.
Although participants indicated that support received from their families influenced their decision to study STEM, the present study did not classify the form of support received. Further studies could unravel this relationship. STEM students also cited champion mind set, career interest, personality, personal development, self-efficacy, spirituality, and morality, which were categorized as intrapersonal factors, to explain why they decided to pursue a study in the STEM field.
However, champion mind set, spirituality, and morality also mentioned by participants as reasons for their career decision-making—even though cognitive factors have meaningful influence on career decision-making—is notable. This finding importantly implies that operational and cultural factors in addition to individual cognitive and interpersonal factors should be considered in future investigations of representation in STEM. Participating students expect to gain financial stability and independence by exploiting the career opportunities and prospects they foresee in the STEM fields.
For the participants who place value on financial and economic expectations, the earnings could offer them the ability to meet the financial needs of their family members. The findings also clarify the understanding of the lens through which participants view the STEM field for opportunities and prospects.
This characterisation of outcome expectancy is specifically useful because it could assist career counselors in supporting the students in defining their career pursuit in STEM. Several studies on career interest, career growth, self-efficacy, and career outcomes expectancy have been conducted among students in high schools and tertiary institutions. They found that career decision-making self-efficacy significantly predicts career outcome expectancy.
The transitioning process may not be easy on the students. A study conducted by Gizir among graduating university students found that they feel apprehensive about getting employed after graduation and are also uncertain about what the future holds for them. For this purpose, this study may be of value-adding benefit in describing the career counseling needs of STEM students.
It could be implied then that knowing what to do post-graduation and the way to approach the world of work could make STEM undergraduates commit to their career. A study carried out by Vertsberger and Gati discovered that adolescents facing career decision challenges and pessimistic outcomes expectancy concerning their potential careers are inclined to seek help in the process.
This has a significantly important implication with regards to career counseling initiatives designed to assist students and heightens the cognisance of the value of offering support for students in their career decision-making process. Ascertaining the variables that influence career-associated opinions and behaviors of STEM students in tertiary institutions could result in the control of these variables and the learners being assisted.
Because of the importance of providing career guidance and support, it could be inferred that the present study will add to the improvement of counseling interventions. In addition, numerous scholars have focused on student career decision processes elsewhere globally, it is therefore expected that the present study would offer a dissimilar cultural viewpoint to findings from Sub-Saharan Africa. Scholars from elsewhere globally, including the USA, China, Turkey, Taiwan, Spain, and other regions in Africa, would derive benefit from the results of this study.
STEM students approach their career decision-making from diverse perspectives and experiences. Likewise, they appraise the influence of interpersonal and intrapersonal factors to different levels and for a variety of reasons, and interestingly, the family emerged as a dominantly influential element among a host of others found in this study. A few limitations should be acknowledged. This research was undertaken at a single tertiary institution.
Learners at other institutions could have dissimilar opinions on interpersonal and intrapersonal factors and career outcomes expectation. Texts generated from undergraduate STEM students offered insights into their perceptions at that period; these ideas could change as career plans develop, for instance in postgraduate years.
Participants wrote their responses in the context of semi-structured questions. Their answers could have been influenced by the desire to provide generally satisfactory information. As stated above, the data gathering method—the assessment of student texts—differs from the typical hermeneutic phenomenology approach, whereby data is gathered from people using in-depth interviews Phillips et al. The investigators had no chance to ask follow-up questions to make more enquiry into matters of interest as would have been done in a procedure involving interviews.
These findings involving interpersonal, intrapersonal, and career outcomes expectancy in the decision to pursue a career in STEM have important theoretical and practical implications. Firstly, this study, like several other studies, has yet again been supported using a phenomenological hermeneutic approach. Further studies are recommended to explicate the reason behind this finding.
Interestingly, the need to support family was an unexpected sub-theme that emerged from family influence on career decision-making in this study. The students who reported that they needed to support their families were not very pointed about the way in which they needed to support their families and why.
Further study would be needed to explore this phenomenon and could be meaningful in assisting educators and policymakers in making more informed decisions on how best to serve this category of STEM students. However, individuals interested in motivating students to pursue STEM careers could consider the fact that majority of the students affirmed that their family was influential in their career decision-making, while some other students considered it financially rewarding.
These, in addition to the other factors identified in this study, could be taken into consideration and integrated into future STEM outreach and initiatives. University ethics approval does not include release of the raw information. Data was collected from the STEM students under the stringent condition of anonymity and cannot be shared. Please contact the corresponding author for more information. Anfara Jr. Qualitative analysis on stage: Making the research process more public.
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Post navigation The good population growth adaptive paper. Preparing to Communicate. Place your order. Type of paper. Where would I help them? What would I be doing? Commit to shaping your to statement every single day using what and with whom you interacted with in that day to inform that shaping. If you had a debate with a peer, were drawn to a topic in a class or had a conversation with a mentor, what did that do to inform that thing you are for? Keep a visual representation in words or pictures on your wall or desktop and work on it for 10 minutes every day.
Patterns will begin to emerge. Say aloud to others what you are considering. We fear that if we make a statement about what we think we know about our career interests, it will become some irreversible truth -- or, worse yet, we may be wrong. You will come to have certainty in a broader context over time, but the necessary part of career decision making is to actively engage in the exploratory, evidence-gathering part of the process.
This requires that you let others know what you are exploring to test out these things you think you know about yourself. You will develop a clearer sense of yourself and your goals as you begin to explore them in conversation with other people, and they will be able to help you in that process. Try out what it feels to say your interests aloud. Do they still resonate for you when you do?
You have arrived somewhere at all times. Spend some time learning the lessons from where you are right now. If you focus on the tasks and roles you are currently engaged in and how they inform your thinking, you will start to develop a constant state of arrival, and your everyday commitments will become more satisfying and meaningful. You will also begin to seek out those things within the context of what you are doing that have meaning.
Even if the entire task or commitment is not meaningful, you will begin to find those things that do inform and cultivate your interests. Write down things that deeply matter when you discover them, or they will become obscured with time. You would never write a dissertation or a paper in your head, because you know that you could not retain that information in any meaningful way and important information would be lost. Moreover, the act of writing is a conversation with yourself that allows you to react to what you have learned, refine your thinking and hone your perspective.
The written piece becomes an essential artifact of that conversation. If you write down what you have discovered, you will move through the precipices of your career decision making without having to retread old ground, and you will begin to see the pattern of a path more clearly. I suggested how he might consider using these methods in the job he was about to embark on to help shape his next steps.
We discussed together the reality that the discovery of our passion as it relates to our career is not external entity waiting to appear before us. It is an internal process that we can cultivate on a daily basis -- one that takes time. Expand comments Hide comments.
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|Matrimonal resume||Based on the findings of the study the researcher concluded that for Bahamian adolescents, the type of school, the grade level, and a visit to the school guidance office were significant factors that influenced one's level of confidence in career career decision making thesis. Article Google Scholar Fouad, N. Isaac I. Career counselors together with other educators and service providers hold influential positions as they can furnish academic, cultural and social support that family members alone cannot provide. In established frameworks such as the social cognitive career theory SCCTcareer outcome expectancy is positioned as a key mediator of profession and scholarly interest and skill development Nugent et al. Trends Educ. Malau-Aduli 1.|
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