Abstract
Background
Science, Technology, Engineering, and Mathematics (STEM) educators and stakeholders in South Africa are interested in the ways STEM students make their career decisions because of the shortages in these critical skills. Although various factors including family, teachers, peers, and career interest have been reported as determinants of career decision-making, there is a scarcity of studies that have qualitatively explored the levels of influences of any of these factors in the South African context. The main aim of this study was to investigate the factors that influence career decision-making among STEM student majors in a South African university. By better understanding students’ viewpoint on these factors, educators and policymakers can assist students in making career decisions that fit their experiences, personality, and expectations. Students in their 1st, 2nd, 3rd, and 4th year of study respectively, were invited to respond to a semi-structured questionnaire about the factors that were influential in their decision to pursue a career in STEM. A total of 203 texts (response rate: 63%) were qualitatively analyzed utilising a hermeneutic phenomenology approach to traditional content analysis, whereby themes develop inductively from the data.
Results
We used a hermeneutic phenomenological method to traditional content analysis to examine the factors influencing participants’ career decision-making. Peer interrogation, modified member verification, compact description, code-recode tactics, and assessment trails were engaged to confirm quality and rigour. Three key results emerged, namely interpersonal, intrapersonal, and career outcomes expectancy. The perceptions of STEM students of their career decision-making in the South African context are more multifaceted than reported previously. The insights could inform policies to counter skills shortages in the STEM area.
Conclusions
In this exploratory study, we gave attention to describing the various ranges of students’ perceptions and experiences regarding their career decision-making. Several students reported, among other factors, that their families, personality, and expectations played influential roles in their career decision-making. Here, we discuss the meaning of interpersonal, intrapersonal, and outcome expectations with respect to career decision-making from the perspective of STEM students in a South African university.
A PROPOSED TRAINING PROGRAM TO DEVELOP SELF-DEVELOPMENT FOR ARAB SCHOOL PRINCIPALS WITHIN THE GREEN LINE
