Career Inclination of University Students in Taiwan Gregory S. Ching

Career Inclination of University Students in Taiwan
Gregory S. Ching1, a and Pei-Ching Chao 2, b
1
Fu Jen Catholic University, Graduate School of Educational Leadership and Development,
Xinzhuang District, New Taipei City 24205, Taiwan
2
National Cheng-Chi University, Department of Education,
Wenshan District, Taipei City 11605, Taiwan
a
[email protected]; [email protected], [email protected]
Keywords: career assessment, employability, personality, behavior, competence, EFL students
Abstract. Current changes in the business industry have forced job markets to become even more
stringent in their employee selection. Such processes are already quite visible even within the
universities. With this in mind, this study is focused on understanding university students’ career
potentials. Using the Career Anchor Assessment Inventory, the study aims to look into the how and
why students are geared towards certain career development. In addition, this study also uses the Big
Five Personality Inventory to determine the participants’ personality and compared them to their
career inclination. A total of 132 volunteer participants from the English as Foreign Language (EFL)
course program are surveyed. Statistical analysis shows that most students scored highest with
respect to their Managerial Competence dimension. While the dimension Autonomy as the lowest.
Furthermore, there seems to be no gender differences among their personality and career assessment
factors. However, there are positive implications brought about by participants who have current or
previous working experiences. In sum, the career anchor assessment is able to serve as an eye opener
for both teachers and students on the factors that influence future employment opportunities.
Implications suggest that additional counseling is needed to provide further guidance, which
ultimately help the students’ future career development.
1. Introduction
With the current hard economic times, both parents and educators are much concern on the students’
future career. With the transformation in our society and economic spheres occurring in a very fast;
jobs are getting harder and harder to come by. Job applicants need to prepare themselves and become
competitive. Most studies have shown that a persons’ career is mostly focused on outside motivators
such as organizational dimensions and monetary incentives [1]. However within a school setting,
educators are focused more on the internal career development. It is hypothesized that it is quite
important to match a persons’ career orientations (or inclination) with their future occupation.
In Taiwan, educators are also very much focused on the students’ future employability. Being able
to work in a competitive environment signifies that a person should be able to adapt with situations
that are equally complex. The industry and society has started to place strong emphasis in an
individual’s job fit. In other words, an individual should be able to perform and work adequately in an
occupation. The role of higher education institutions now is to supply the appropriate workforce. For
school administrators and teachers, the goal of satisfying both the industry and the society is quite
important; hence, students must be trained and exposed early in their college years so as to adjust well
in their future career.
In light of these issues, this case study summarizes the findings of a project involved in the
understanding of the students’ career inclinations. More specifically, this study uses Schein [2]
72
Career Anchor Assessments Inventory to understand what career tendencies students possess. In
addition, this study also uses the Big Five Personality Inventory to determine the participants’
personality and compares them to their career inclination.
2. Career Anchor Assessment
Career Anchor Assessments is developed by Edgar Schein [2]; an organizational psychologist and
professor. Schein [2] suggests that there are two ways of looking into careers; internal and external.
External careers refer to the actual steps that are required by a job to progress through that occupation.
While internal career is said to have come from a person’s self-image of one’s competencies,
motives, and values [2].
As early as 1978, career anchor has been defined as the description of group of self-perceived
attitudes, values, needs and talents that develops over time, and which when developed, outlines and
guides career selections and directions [3]. With this in mind, one can say that career anchor
assessment is picturing one’s internal career. Career anchors is said to influence an individuals’ career
choices. In addition, career anchors affects the an employees’ decisions to move from one job to
another, determines what an employee inspired for, and influences the selection of specific
occupations and work settings, which affects their reactions to work experiences [4]. Ultimately,
when career anchors are properly used; work motivation increases. Hence, gradually defines an
individuals’ career success.
Schein [5] pointed out that all people develop some kind of picture of their work life and their own
role in it. Schein [2-4] provided a total of eight distinct categories for his Career Anchor Assessments.
These are Technical/Functional Competence (TF), General Managerial Competence (GM),
Autonomy/Independence (AU), Security/Stability (SE), Entrepreneurial Creativity (EC),
Service/Dedication to a Cause (SV), Pure Challenge (CH), and Lifestyle (LS). The following are the
description of the eight categories [2]:
Technical/Functional Competence (TF) is associated with the motivation for the challenge of
a technical field, functional area, or content of the work (excluding the managerial process).
General Managerial Competence (GM) represents the need to be competent in the activities
associated with management. Such as problem analysis skills, emotional stability, and
interpersonal competence.
Autonomy/Independence (AU) encompasses an individuals’ need to be free of constraint to
pursue their professional and/or technical competence.
Security/Stability (SE) means the desire to work in an organization that provides long-run
stability, good benefits, and basic job security.
Entrepreneurial Creativity (EC) means the need to create something, or the need to participate
in new projects.
Service/Dedication to a Cause (SV) is concern with helping others and seeing changes that
reflects from previous efforts.
Pure Challenge (CH) demonstrates the general contention with regards to the value of
competition and challenge as essential ingredients of success.
Lifestyle (LS) recognizes the way people value the importance of balancing work and family
responsibilities.
Several studies have used the Career Anchor Assessments Inventory (CAAI) as a tool in analyzing
career developments. Within the business arena, several studies have shown that both corporate
managers and consultants scored quite high in the dimension Managerial Competence,
Technical/Functional Competence, Pure Challenge, and Autonomy [6, 7]. While, Autonomy, Pure
Challenge, and Service/Dedication to a Cause are found to be high within officers of the law [8].
Furthermore, Service/Dedication to a Cause are found to be the most prominent for educators [9].
While, Pure Challenge and Entrepreneurial Creativity for dentists [10]. In essence, to fully
understand an individuals’ career anchor, studies should look into the greater details of each anchor
and how people with different anchors differ from one another.
73
Several studies were seen with regards to personality and an individuals’ career. Larson and her
associates [11] in a meta-analyses of 12 studies with 24 sampled data; mentioned that there is a link
between an individuals’ interest and personality. For instance an individual who is an entrepreneur
(Enterprising-type interest) tends to be more extraverted (Extraversion), while an artist (Artistic-type
interest) would more likely to be more open to experiences (Openness). Within a recent study, Sheare
[12] survey a total of 82 university students. Adapting the multiple intelligences inventory and career
details; results show that students who have low intrapersonal intelligence scores possess moderate to
high levels of career confusions. Furthermore, results also show that intrapersonal intelligence is
highly related to future career planning and decision making.
In summary, career anchor assessments simply helps an individual effectively manage their own
career. An analysis of one’s career will undoubtedly makes one more conscious of their future work
(employment) choices that are being made. In essence, better understanding of oneself is the key to
successful work integration.
3. Methodology
A total of 132 volunteer English as Foreign Language (EFL) students of a science and technology
university in Taiwan participated in the study. Among the participants there are 103 or 78% female
students and 29 or 22% male students. There average age is around 27 years old. The high average
age is due to the diverse nature of participants. Within the 132 participants, there are 35 or 26.50%
freshmen (1st year), 53 or 40.20% junior (3rd year), and 44 or 33.30% senior (4th year) students.
With regards to the students study program, the participants are composed of 59 or 44.70% from
the morning (regular classes) session, 23 or 17.40% from the evening session, and 50 or 37.90% from
the weekend (extension education) session. In addition, 92 or 69.70% of the participants are already
working, while only 13 or 9.80% are living in the campus dorm.
The current study is accomplished during the 2012 to 2013 school year. After the literature review
and formation of the survey questionnaire, the survey was administered to 150 students with an
effective return of 132 participants. For the survey validity, the overall Cronbach Alpha reliability is
computed to be at .893, which is considered highly reliable [13]. Table 1 shows the various alpha
reliabilities of the various CAAI factors ranging from .752 to .909.
Table 1. Alpha reliability for the Modified Career Anchor assessment dimensions (N=132)
Dimension
Cronbach Alpha
Technical/Functional Competence (TF)
.752
General Managerial Competence (GM)
.871
Autonomy/Independence (AU)
.846
Service/Dedication to a Cause (SV)
.909
Lifestyle Integration (LS)
.883
Entrepreneurial Creativity (EC)
.845
Pure Challenge (CH)
.789
Organizational Stability (OS)
.879
Geographical Security (GS)
.816
4. Results and discussions
This study is focus on the understanding of the students’ career potentials in a science and technology
university in Taiwan. Using the Career Anchor Assessment Inventory, the study aims to look into the
how and why students are geared towards certain career development. In addition, this study also uses
the Big Five Personality Inventory to determine the participants’ personality and compares them to
their career inclination. Results are presented into three sections: 1.) the career anchor assessment
dimensions of the students; 2.) factors that influence the students’ career anchor dimensions; and 3)
the relationship between the students’ personality and their career anchor dimensions.
74
4.1 The career anchor assessment dimensions of the students
The data collected from the 132 participants is analyzed using the statistical software SPSS.
Results in table 2 show that among the career anchor assessment dimensions, the highest is General
Managerial Competence (GM) with a mean of 4.09. The results implied that EFL students are quite
suitable for managerial positions. However, besides GM, students also ranked quite high with regards
to Pure Challenge (CH) and Technical/Functional Competence (TF).
Table 2. Participants’ Career Anchor Assessments scores (N=132)
Career Anchor
General Managerial Competence (GM)
Technical/Functional Competence (TF)
Autonomy/Independence (AU)
Organizational Stability (OS)
Geographic Security (GS)
Service/Dedication to a Cause (SV)
Lifestyle Integration (LS)
Entrepreneurial Creativity (EC)
Pure Challenge (CH)
Note. 1Highest mean score.
Minimum
1.60
1.80
1.20
2.00
1.33
1.80
2.00
1.60
1.80
Maximum
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
5.00
Mean
4.091
3.79
3.06
3.50
3.10
3.38
3.49
3.33
3.83
SD
0.71
0.69
0.78
0.93
0.83
0.89
0.81
0.79
0.76
For the various career anchor dimensions, at a glance, the highest dimension is General
Managerial Competence (as mentioned earlier) with a mean of 4.09. However, if further comparison
is accomplished on each of the items provided. The participants scored highest on the item “To build
my career around some specific functional or technical area” with a mean of 4.16. Such results
suggest that participants are very much interested in building their expertise on a specific field. As for
the EFL students, learning and becoming an expert in a certain foreign language would be that goal.
In order to further analyze the background demography of the participants, the Big Five
Personality Inventory is used to gather the participants’ characteristics and traits. Table 3 summarizes
the results of the personality analysis. Results suggest that most EFL students are able to relate better
with the personality trait Openness. This would suggest that the students are willing to take on new
challenges and or to try on new experiences.
Table 3. Participants’ Big Five Personality scores (N=132)
Personality
Extroversion
Agreeableness
Conscientiousness
Neuroticism
Openness
Note. 1Highest mean score.
Minimum
10
14
1
5
15
Maximum
36
40
39
33
45
Mean
23.98
27.66
25.59
20.35
29.821
SD
4.79
4.34
4.99
4.63
5.86
Further analyzing the data shows that female participants scored higher in Extroversion and
Neuroticism; suggesting that they are both sociable and emotional than their male counterparts. For
the male participants, they scored higher in the traits Agreeableness, Conscientiousness, and
Openness. With respect to the students program of study, regular class (morning session) students
tend to be more emotional than the rest of the participants. While, the evening session students shows
much potential in their Extroversion, Agreeableness, Conscientiousness, and Openness.
With respect to year level, year 1 students scored highest in Neuroticism, while the senior students
scored highest on the rest of the different personality traits. These results suggest that personality is
somewhat related to a persons’ age. Further analysis in the following sections shall provide an even
deeper explanation among the correlations of the career dimensions and personality (please see table
4).
75
Table 4. Participants’ year level and their Big Five Personality scores (N=132)
Items
Freshmen (n=35)
Extroversion
Agreeableness
Conscientiousness
Neuroticism
Openness
Junior (n=53)
Extroversion
Agreeableness
Conscientiousness
Neuroticism
Openness
Senior (n=44)
Extroversion
Agreeableness
Conscientiousness
Neuroticism
Openness
Note. 1Highest mean score.
Minimum
Maximum
Mean
SD
15
18
15
12
16
35
40
33
30
44
23.54
27.66
24.51
21.661
29.37
4.54
4.41
4.05
4.25
6.19
10
14
18
13
15
36
38
39
33
43
23.04
27.17
25.70
21.15
29.25
5.08
4.70
4.77
4.59
6.49
15
17
1
5
24
34
39
39
27
45
25.451
28.251
26.321
18.34
30.861
4.33
3.82
5.83
4.38
4.66
4.2 The factors that influence the students’ career anchor dimensions
To understand more deeply the factors that influence the students’ career anchor dimensions
statistical analysis are accomplished. Independent sample T-test results show that there are no
significant differences between the participants’ gender and their career anchor dimensions. Similarly,
there are also no significant differences between the participants’ gender and their personalities.
However, the independent sample T-test results does show significant difference in participants who
are working.
Results show that there exists a significant difference in the personality factor extroversion for
students’ who are either working (M=24.72, SD=4.81) or not (M=22.28, SD=4.33) with t(130)=2.76,
p=.007. Furthermore, significant difference is also found on the participants’ career anchor factor
Pure Challenge for students’ who are either working (M=3.61, SD=0.91) or not (M=3.93, SD=0.66)
with t(130)=2.02, p=.048.
4.3 The relationship between the students’ personality and their career anchor dimensions
To determine the various relationships among the students’ personality and their career anchor
dimensions, correlation analysis was accomplished using the statistical software SPSS. Results show
that Technical/Functional Competence (TF) is correlated with General Managerial Competence (GM)
with 0.480 (p<.000). This suggests that when the value for TF increases, GM also increases. Further
analysis of the correlations of the career anchor dimensions, data shows that within these factors they
are quite positively correlated to each other. This can be explained as since these are all internal traits,
it is the matter of which characteristics is the strongest.
Looking into the relationship among the personalities and career anchor dimensions, results show
that extraversion is correlated positively with all of the dimensions. This suggest that EFL students
are quite extrovert and there career inclination are much focused on their being able to express
themselves. Furthermore, Openness is positively correlated with Entrepreneurial Creativity (EC)
with 0.245 (p<.005) and Pure Challenge (CH) with 2.64 (p<.002). These results suggest that EFL
students are quite into having their own business. They perceived these as a challenge.
An added finding is that the personality neuroticism is negatively correlated with the participants’
age and year level of study. These show that as the student mature they become less emotional.
76
5. Summary
The current study exemplifies the use of the Career Anchor Assessment Inventory and Big Five
Personality Inventory to understand EFL students’ career inclination in Taiwan. This case study,
though limited to the sample coming from a science and technology university, shows that EFL
students are more geared towards challenges. They possess the creativeness in preparation for
becoming an entrepreneur.
Results also show that there are no significant gender differences among the career anchors, while
some minor difference are found on the participants’ who are already working. In sum, an individuals’
career would be successful if their competencies (including career inclination) are provided early in
their university education. In this way, students would be able to adjust their course selections and
even their internship directions, hence, effectively preparing for their future career.
Acknowledgements
This work is supported in part by the Taiwan National Science Council under grant number
NSC 102-2410-H-262-012-SS2.
References
[1] M. B. Arthur, S. N. Khapova, and C. P. M. Wilderom, Career success in a boundaryless career
world, Journal of Organizational Behavior, vol. 26, pp. 177-202, 2005.
[2] E. H. Schein, Career anchors: Participant workbook, 3rd ed. San Francisco, CA: Pfeiffer, 2006.
[3] E. H. Schein, Career dynamics: Matching individual and organizational needs. Reading, MA:
Addison-Wesley Publishing Company, 1978.
[4] E. H. Schein, Career anchors: Discovering your real values. San Diego, CA: University
Associates, 1985.
[5] E. H. Schein, Career anchors: Discovering your real values, Revised ed. Sydney: Pfeiffer and
company, 1993.
[6] R. J. Burke, Career orientations of Type A individuals, Psychological Reports, vol. 53, pp.
979-989, 1983.
[7] M. R. Applin, A study of the careers of management consultants, Cambridge, MA: MIT, 1982.
[8] R. J. Burke and G. Deszca, Changes in career orientations in police officers: An exploratory
study, Psychological Reports, vol. 61, pp. 515-526, 1987.
[9] T. J. DeLong, Career orientations of rural educators: An investigation, The Rural Educator, vol.
4, pp. 12-16, 1982.
[10] T. J. DeLong, Dentists and career satisfaction: An empirical view, Journal of Dentistry for
Children, vol. May-June, pp. 179-185, 1983.
[11] L. M. Larson, P. J. Rottinghaus, and F. H. Borgen, Meta-analyses of big six interests and big five
personality factors, Journal of Vocational Behavior, vol. 61, pp. 217-239, 2002.
[12] C. B. Sheare, Exploring the relationship between intrapersonal intelligence and university
students' career confusion: Implications for counseling, academic success, and
school-to-career transition, Journal of Employment Counselling, vol. 46, pp. 52-61, 2009.
[13] L. Cohen, L. Manion, and K. Morrison, Research methods in education. New York: Routledge,
2007.
77

Download Report