Of the remaining 549 candidates around 60% were taking ‘vocational’ type degrees, ones that could be quite easily aligned
with a career suggestion. The others were completing non-vocational degrees (e.g. English, marine biology,
etc.) The two
groups were treated separately in the analysis.
Results
‘Vocational’ Degree Courses
|
Type of Match
|
Number
|
Percentage
|
|
Perfect: e.g. medicine vs. medicine
|
188
|
57%
|
|
Good:
e.g. mechanical eng. vs. electrical eng. |
96 |
29% |
|
Mismatch: e.g. engineering vs. personnel
|
45 |
14% |
‘Non-Vocational’ Degree courses:
|
Type of Match
|
Number
|
Percentage
|
|
Perfect: e.g.psychology vs. psychology
|
124
|
56%
|
|
Good:
e.g.
biology vs. biotechnology
|
71 |
32% |
|
Mismatch: e.g. psychology vs. English
|
25 |
11%
|
Summary
The figures show a strong relationship between the types of careers suggested and
the Higher Education course chosen. Just over half of the sample chose a course completely in line with a career mentioned in
the report. A further 30% chose a similar field. The career
suggestions in the report were off-target between 10 to 15% of the time.
The figures cannot show if destinations were chosen because of, or despite the
report. There are ethical problems in conducting the type of double-blind trial that would answer this dilemma!
The analysis of the 71 known work destinations showed a very similar pattern.
55% followed one of the suggestions in the report, 31% were in a closely
related field and 14% entered an area not suggested.
The degree of matching depends on the specific field. For
example, of those choosing Accountancy 82% had it included in their report.
All 6 of those following an agricultural course had the area
mentioned in the report and similarly all of those following Art & Design
had design as one of the career suggestions. Conversely, 14 people entered Estate
or Land Management courses but only
one had it mentioned in his/her report (this area accounted for a significant
proportion of the ‘misses’). Not
only were the tests unable to identify potential Estate & Land Managers, but
also those who entered this field were not swayed by the fact that the career
area was not mentioned in their reports.
The results provide useful information as to the relationship between aptitudes and
interests with Higher Education and Career choice. Further analyses will help to fine-tune the reporting process and how
suggestions are derived. Whilst
this study has highlighted the association between course subject and career
suggestion, there is a danger it will be seen as promoting the concept of a
single 'suitable' career. This
simple relationship is a by-product of the guidance process, not the goal. Careers guidance is not about ‘pigeon-holing’ people, but
about providing individuals with the skills and knowledge they need to
effectively explore potential career paths.
In today's climate of portfolio careers and lifelong learning, these
paths will be more convoluted than ever before.
Acknowledgments
Many thanks to all those who helped with this study,
particularly the following information providers:
|
Howard
Dymock, Aldenham School
Loughborough High School
Nigel Rickard, Merchiston Castle
The Oratory School
Gabby Batey, Peterborough High School
|
Chris Conway, Shrewsbury School
Marion Thomas, Stamford High School
Maria Chin, Stamford School
Rose Bagley, Woldingham School
|
Mac Morrisby, May 2001
