Pixel International Conferences

First year students in Ireland studying in the Institute of Technology (IOT) sector are up to three times more likely to drop out of their courses than those in universities.  The students may go on to pursue different programmes of study, but a report by the Higher Education Authority (HEA) has offered stark evidence that too many initially make the wrong choice.  An average of 9% of first-year students on level eight programmes do not continue to second year in that course; this rises to an average of 22% in the IOTs.  Non-progression is even higher among first-year students on level six and level seven programmes with rates averaging 25% and 26% respectively, and sometimes rising to 33%.  Changing course choice, or dropping out of college altogether, is a traumatic and costly experience for the students and their families, and a waste of taxpayers’ money.  The Irish educational system is based on a quantitative system of course achievement, that is, the higher the points achieved in the terminal examination at second level, the greater range of courses available to the student at third level.  Students make choices based on the points they score, perhaps at the expense of choosing courses or programmes that they are more suited to pursuing.  A recent decision by the Irish government not to fund the role of career guidance at second level schooling may prove to be costly; financially from a taxpayer’s point-of-view, but more importantly socially.  This decision was budgetary driven.  The role of career guidance is to assist students on a path of discovery: discovery of themselves and their personalities.  Career guidance endeavours to assist in the process of matching personalities with careers, careers that will be beneficial and rewarding to the student, and, in turn, to the greater community.  Failure to engage in the career guidance process at second level may lead to an increase in dropout rates at third level, and can result in much larger costs later.  Reasons why students do not progress to the second year of a course can be traced back to before they enter college.  These reasons are many and varied.  One of the primary reasons is the mismatch of personality with a course/career, which can be costly.  There is a danger of failing to recognise the significance of the role of personality in the process of making a choice.  Productivity and satisfaction are directly related to the fit between the characteristics of individuals (ability, personality, temperament) and the demands of the job.  One of the main causes of stress and dissatisfaction in the work environment is a lack of fit. 

This paper explores:

·         the factors influencing career choice;

·         the reasons for, and costs of,  non-progression.