This study used a mixed-methods approach to investigate career orientations and values among young adult university students in Australia. Qualitative research methods based on interviews were used to examine the career values of 24 young adult university students (mean age 19.4 years, SD = 2, 50% male).

Interview questions were designed to elicit perspectives on career, beliefs, and values and qualitative data were analysed using thematic analysis. All participants mentioned autonomy, independence, suitability, personal satisfaction, and work-life balance as important career values consistent with the protean career concept. However, 90% of participants also considered job security and organisational advancement as important career values consistent with traditional career concepts.

Next, we investigated whether young adult university students demonstrated a mixed pattern of protean/traditional career orientation and whether such patterns varied with career development and organisational commitment. Latent profile analysis was performed on a larger sample of 468 participants (mean age 20 years, SD = 3.19, 73.9% female) which classified participants into three distinct subgroups. Type 1 was named the "mixed (74.6%) profile", type 2 was named the "low traditional profile (15.9%)", and type 3 was named the "traditional and low career identity profile (9.5%)".

The mixed group, which represented the most common profile, showed the highest levels of career development and organisational commitment compared to the other groups. However, the low traditional group did not show significant differences in career development compared to the mixed group, but showed significantly lower organisational commitment.

The traditional and low career identity group showed significantly lower levels of career development than the other groups, and lower organisational commitment compared to the mixed group, but did not differ significantly from the low traditional group.

Overall, this study provides evidence that young adult university students support both protean and traditional career values, emphasising the need for career development theories to accommodate both.

Career and guidance professionals need to examine the career orientations, values, and aspirations of young adult clients from a broad perspective, without assuming that they will hold certain career concepts. Additionally, this study highlights the importance of career identity formation and career adaptability development in the career development of young adult university students, suggesting implications for university education.

Presenter

Dr Sujin Kim (Lecturer, James Cook University)