An investigation of determinants of re-careering among working class students in selected Kenyan public universities

Abstract

Re-careering as a phenomena occurs where already trained workers individuals seek a total shift to a new and different work field which requires a new set of skills. While re-careering presents new opportunities to those re-careering, it affects employees and organizations due to shifts that lead to loss for the organization or the individual. While re-careering is important, little is known about its triggers among working-class students. The purpose of this study was to establish the determinants of re-careering among working- class students in selected Kenyan public universities. The study aimed at establishing the extent into which academic performance influenced re-careering. Consequently, this study sought to establish the extent to which working conditions, personality disposition, and social interactions influence re-careering among working class students in Kenya public universities. Edward Lorenz Chaos Theory of Careers (CTC) guided the study. The study target population comprised of 10800 working- class students, from which a target sample size of 384 was drawn from 5 public universities. The study adopted stratified random sampling technique to select study participants and to categorize the working-class students according to the level of degrees they were studying at the time research, (undergraduate 253, masters, 123 and 8 doctoral studies working students), while 10 working class students were purposively sampled for the interview The number of respondents from the selected public universities was; Nairobi University- 114; Jomo Kenyatta University of Agriculture and Technology, 64; Moi University, (Nairobi Campus), 38; Kenyatta University, 70 and Egerton University, 22 , all totaling to 384 respondents. The study adopted a mixed research approach (quantitative and qualitative methods). Questionnaires generated quantitative data while interviews generated qualitative data. A descriptive and causal (explanatory) research design was adopted. The study adopted a pragmatism paradigm approach. A pilot study was conducted to establish the validity and reliability of the research instruments. A reliability coefficient of 0.7 was obtained using Cronbach’s Alpha. Chi-square statistical test was used to determine the relationship between academic performance, working conditions, personality dispositions and social interactions and re-careering. Data collected was analysed using Statistical Package for Social Sciences (SPSS) version 21. The descriptive statistics included frequency distribution, means, and graphs tabulated according to research objectives. Qualitative data generated eight themes namely; confidence boosting, career opportunities, realistic goals, healthy working environment, unutilized traits, career diversification, increased career networks, and external pressure. The findings showed significant statistical relationship between academic performance, working conditions, personality disposition and social interactions and re-careering. The findings showed that academic performance had a chi-square of 2.566 and a p-value of 0.0109; Working conditions had a chi-square of 2.569 and the p-value of 0.0117; personality disposition had a chi- square of 2.550 and a p-value of 0. 0139, and social interaction had a chi square of 2.550 and a p-value of 0.0l38. The study findings would be significant to university academic deans, guidance and counselling personnel, career department and educational policy makers in Kenya in helping students make proper career choices. The study recommended that Commission for University Education (CUE) establish clear and similar guidelines of academic qualifications for admissions into degree programmes and university for all students in regular and self-sponsored study modules.