STRATEGIC FACTORS THAT INFLUENCE STUDENTS’

CAREER CHOICE IN KENYAN UNIVERSITIES:

A Study of United States International University

BY

OMARI SAUL GAVO

UNITED STATES INTERNATIONAL UNIVERSITY

SPRING 2014

i
STRATEGIC FACTORS THAT INFLUENCE STUDENTS’
CAREER CHOICE IN KENYAN UNIVERSITIES:

A Study of United States International University

BY

OMARI SAUL GAVO

A Project Submitted to the Chandaria School of Business in Partial

Fulfillment of the Requirement for the Degree of Master of Business
Administration (MBA)

UNITED STATES INTERNATIONAL UNIVERSITY

SPRING 2014

ii
 STUDENTS’ DECLARATION
I, undersigned, declare that this is my original work and has not been submitted to any other
college, or university other than the United States International University in Nairobi for
academic credit.

Signed: _______________________________ Date: ____________________

Omari Saul Gavo (625757)

This project has been presented for examination with my approval as the appointed
supervisor

Signed: _________________________________ Date: ____________________

Dr. Mosoti Zachary

Signed: _________________________________ Date: _____________________

Dean, Chandaria School of Business

iii
 COPYRIGHT
Copyright by OMARI, SAUL GAVO 2013

All rights reserved.

No part of this project report may be produced or transmitted in any form or by any means,
electronic, mechanical, including photocopying, recording or any information storage
without prior permission from the author.

iv
 ABSTRACT

The purpose of the study was to assess the strategic factors that influence students‟ career
choices in Kenyan universities with USIU being the case study. The study was guided by the
following research questions: To what extent do environmental factors influence career
choice among students in Kenyan Universities? To what extent do factors of opportunity
influence making career choice among students in Kenyan universities? And to what extent
do factors of personality influence career choice among students in Kenyan universities?

This study used a descriptive research design, i.e. this research design involved observing
and describing the behavior of a subject without influencing it in any way. The target
population under the study was the USIU students. Simple random sampling technique was
employed in this study. A sample of 100 respondents was selected randomly. This technique
allowed the researcher to ensure that each case in the population had an equal chance of
being included in the sample. Data collection tool that was used to collect the relevant
information needed for analysis was the questionnaire. To ensure effective and efficient data
analysis process, the data was coded, sorted and analyzed using regression analysis in the
statistical package for social sciences (SPSS). Presentation of data was in bar charts.

The findings regarding the first research question on the extent to which environmental
factors influence students‟ career choices in Kenyan universities, showed that Students‟
career choices were influenced by environmental factors. A significant percentage of the
respondents agreed that their career choices were influenced by environmental factors while
a portion of the respondents remained neutral. The findings regarding the second research
question on the extent to which opportunity factors influenced Students‟ career choices in
Kenyan universities, the majority of the respondents felt that opportunity factors play a major
role in influencing their career choices. Finally in regard to the third research question on the
extent to which the personality factors influence the students‟ career choices in Kenyan
universities, indicated that the career choices of many respondents are influenced by the
personality factors. Overwhelming respondents agreed that personality factors played a major
role in influencing their career choices.

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The conclusion of the study was that environmental factors play a role in the career choices of
Kenyan universities‟ students. On opportunity and personality factors, the study concluded that
they are very essential in influencing students‟ career choices since majority of respondents
overwhelmingly agreed that it does influence their career choices.

The study recommended that the government and more specific ministry of education, teachers
and parents should provide enabling environmental factors to students so that they can make
informed decisions when making career choice. In relation to opportunity factors, these are
factors that can be created and they need to be enhanced to enable students make wise choices in
their career, these lies entire on the hands of parents, teachers and the government and in regards
to personality, the study recommends that students be let to choose careers that interest them
without much interferences from their parents and teachers. The study finally recommends for
further studies to be done on the same topic with a different university as the case study.

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 ACKNOWLEDGEMENT
My appreciation goes to the following that made this research project to be a realistic. First I
would like to thank the Almighty God for giving me life and strength throughout my course
work and my research project period. Secondly I wish to convey my sincere gratitude to my
supervisor Dr. Zachary Mosoti for his intellectual contribution and support in this research
paper. My gratitude also goes to my family for allowing me time to undertake my study. Last
but not least, to all my friends who for one way or another contributed to the completion of
this research with special appreciation to Rashid Mchatta for the moral surport and
encouragement he showed me throughout this research period.

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 DEDICATION
I dedicate this paper to my family dad Omari and mother Rebecca and brothers and sisters. May
the glory of Lord shine upon you forever?

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 TABLE OF CONTENTS

COPYRIGHT………………………………………………………………………………..iv

ABSTRACT…………………………………………………………………………………v

ACKNOWLEDGEMENT…………………………………………………………………..vi
i

DEDICATION……………………………………………………………………………...vii
i

CHAPTER ONE……………………………………………………………………………..1

1.0 INTRODUCTION………………………………………………………………………..1

1.1 Background of the Problem .......................................................................................................... 1

1.2 Statement of the Problem ............................................................................................................. 5
1.3 Purpose of the Study..................................................................................................................... 6
1.4 Research Questions ...................................................................................................................... 6
1.5 Importance of the Study ............................................................................................................... 6
1.6 Scope of the Study ........................................................................................................................ 7
1.7 Definitions of Terms..................................................................................................................... 7
1.8 Chapter Summary ......................................................................................................................... 8
CHAPTER TWO…………………………………………………………………………….9

2.0 LITERATURE REVIEW……………………………………………………………….9

2.1 Introduction .................................................................................................................................. 9

2.2 Significance of Environmental Factors in Making Career Choices ............................................. 9
2.3 Opportunity Factors in Making Career Choices ......................................................................... 14
2.4 Personality Factors in Making career Choices ........................................................................... 17
2.5 Chapter Summary ....................................................................................................................... 21
CHAPTER THREE………………………………………………………………………...22

3.0 RESEARCH METHODOLOGY……………………………………………………...22

3.1 Introduction ................................................................................................................................ 22

3.2 Research Design ......................................................................................................................... 22
3.3 Population and Sampling Design ............................................................................................... 22

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 3.4 Data Collection Methods ............................................................................................................24
3.5 Research Procedures ...................................................................................................................25
3.6 Data Analysis and Presentation...................................................................................................25
3.7 Chapter Summary .......................................................................................................................25
CHAPTER FOUR…………………………………………………………………………..26

4.0 RESULTS AND FINDINGS…………………………………………………………...26

4.1 Introduction .................................................................................................................................26

4.2 General Information ....................................................................................................................26
4.3 Environmental Factors ................................................................................................................31
4.4 Opportunity Factors ....................................................................................................................35
4.5 Personality Factors ......................................................................................................................37
4.6 Chapter Summary .......................................................................................................................44
CHAPTER FIVE…………………………………………………………………………...45

5.0 SUMMARY, DISCUSIONS, CONCLUSION AND RECCOMENDATIONS……..45

5.1 Introduction .................................................................................................................................45

5.2 Summary .....................................................................................................................................45
5.3 Discussions .................................................................................................................................46
5.4 Conclusions .................................................................................................................................49
5.5 Recommendations .......................................................................................................................50
REFERENCES……………………………………………………………………………...52

APPENDIX………………………………………………………………………………….58

Appendix i: Introductory Letter ....................................................................................................58

Appendix ii: Questionnaire ............................................................................................................59

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 LIST OF TABLES
Table 3.1: USIU student population ……...………………………….………..……...…….22

Table 3.2: sample size …………………………….…………….....…………...…...………23

Table 4.1: Sample Gender and Age Bracket …………………………………..……...…….26

Table 4.2: Sample major Distribution ………………………………..………...……..........27

Table 4.3: Year of Study Distribution ………………………………..….........……………28

Table 4.4: Respondent‟s Father‟s Highest Education Level ……………..……..…………28

Table 4.5: Respondent‟s Mother‟s Highest Education level …………...…..…….........……29

Table 4.6: Already Made Career Choice …………………………………..………...……..29

Table 4.7: Parents Had Influence on Respondents Career choice………………….....…….30

Table 4.8: Family members Had Influence on the respondent‟s Career Choice…….….…..31

Table 4.9: Socio-Economic Factors ……………………………………..……...…..………31

Table 4.10: Other Family Members ……………..…………………...…….....……………32

Table 4.11: Gender Influence on Career Choice …………………………..………......……33

Table 4.12: Occupational Stereotyping Influenced Career Choice ………………..…….....33

Table 4.13: Perception of an Ideal Job ……………………………………….……...……...34

Table 4.14: Mentorship Opportunity Influenced Career Choice …………………………...35

Table 4.15: Education Opportunity Influence on Career Choice ……….………………......35

Table 4.16: Interest Factors on Career Choices …….……………………………………....36

Table 4.17: Respondent‟s Value on Career Choice ...……………………………..……......37

Table 4.18: Respondent‟s Skills Factor on Career Choice..………………………...…...….37

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Table 4.19: Regression between Career (Major) and Parents Influence…...…………..…....38

Table 4.20: Regression between Career (Major) and Socio-economic Factors……......……38

Table 4.21: Regression between Career (Major) and Gender Factors……..………………..39

Table 4.22: Regression between Career (Major) and Occupational Stereotyping Factors.....39

Table 4.23: Regression between Career (Major) and Perception of Ideal Factors…….……40

Table 4.24: Regression between Career (Major) and Mentorship Opportunity Factors….....40

Table 4.25: Regression between Career (Major) and Education Opportunity Factors.…….41

Table 4.26: Regression between Career (Major) and Interest Factors……..……….……….41

Table 4.27: Regression between Career (Major) and Value Factors……….....…………….42

Table 4.28: Regression between Career (Major) and Skills Factors ……..………..………..42

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 LIST OG FIGURES

Figure 4.1: Age and Gender Distribution ……….…..……..…………………….…27

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 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Problem

Is there a mystic formula for choosing a career? What are the factors involved? Some people
think personal qualities, such as our interests and aptitudes or what we value, are key factors
in the process. The career strategist recommends identifying our personal characteristics and
matching them with compatible occupations (Kerka, 2010). For examples, a person who is
excellent at math and enjoys the challenges and tasks associated with the field might explore
math related occupations such as engineering or accounting (Sears and Gordon, 2009).

Other people believe that our family and socio economic background really matter when it
comes to making our careers (Stebleton, 2007). Still others believe our perceptions of who
we are, or our self-concept, have influences on the career choices we make (Kerka, 2010).
One widely accepted strategy is that choosing a career is part of our overall development as
individuals (Sears and Gordon, 2009). The career choice and growth takes into account the
different stages we pass through from childhood to mature adulthood. It is also suggested that
each of us needs to learn how to manage career choices and career changes over a lifetime
(Tiedeman, 1963).

Career choice takes place in numerous steps or stages, since every person is unique,
personality, characteristics, matures at a different pace, and lives in a specific environment,
career decision making becomes an individual life journey (Hewitt, 2010). Also the types of
work that interest you at age 18 will be totally different from what interests someone else.
Everyday scores of students at university level choose careers. The need to be flexible and
open-minded is therefore critical in choosing career (Sears and Gordon, 2008).

The concept of work is different from that of career. Many terms in the career choice field
are used interchangeably, although their meaning varies (Sears and Gordon, 2008). Several
terms used to refer to career include: job, vocation, occupation and work among many others.
According to Kerka (2010), career is a continuous life process consisting of many

1
workexperience and life roles. Your career consists of your life history, which not only
includes your vocation but the time you spent in school, in your community and with your
family. According to a career theorist, Sears and Gordon (2008) career is the imposition of
direction in a person‟s vocational behaviour, subject to his or her comprehension and will.
Therefore each decision one makes will have an impact on his or her life in the short run and
in the future.

According to Hooley (2012), career choice is a complex science with the advent of
information technology. Industrialization and post industrialization has made it possible for a
common person to be richer as long as she or he has due skills and knowledge (Wattles,
2009). Today, one has not only to make due career planning but also exhaustive career
research before making a career choice so as to adjust with the evolving socio-economic
conditions (Wattles, 2009). Most of the students who are in secondary schools do not have
accurate information about occupational opportunities to help them make appropriate career
choice, but university students are considered mature enough to be able to make career
choice decisions on their own (Hooley, 2012). According to Kerka (2010), career choice is
influenced by multiple factors including; (1) personality, (2) interests, (3) self-concept, (4)
cultural identity, (5) globalization, (6) socialization, (7) role model, (8) social support and (9)
finances. According to Bandura, Barbaranelli, Caprara, and Pastorelli (2008), each individual
undertaking career choice decision, the process is influenced by various factors including; (1)
the context in which they live in, (2) their personal aptitudes, (3) social contacts and (4)
educational attainment.

Hewitt (2010), argues that there are several factors that influence career choices and these
can either be intrinsic or extrinsic or both. He further argues that most people are influenced
by careers favoured by their parents whereas others follow the careers that their educational
choices have set for them. Several decide to follow their interests and passion irrespective of
how much or little they will turn to while others decide on the careers that have very
promising income. Perception of students of being appropriate for certain jobs also has been
found to be influenced by a number of factors including cultural background, period of
schooling, accomplishment level, science subjects‟ choice, attitudes and variances in job
features (Stebleton, 2007).

2
According to Basavage (2007), Career choice is one of many important choices students will
make in determining future plans and that this decision will impact them throughout their
lives. The essence of who the student is or want to become will revolve around what the
student wants to do with their life-long work. She went ahead to ask what really influences
university students in one way or another. According to Rosenstock and Steinberg (cited in
O‟Brien, 2009, p.21), “Work is one of our highest consecrations, and that everybody should
have a honest occupation”. She argues that each student possess the unique background and
this determines how they perceive the world and this explains why we perceive similar things
in different ways. On the other hand, Splaver (2011) is of the belief that, that history is
created, in part by the Students‟ environment, personality, and opportunity, determines how
students make career choices. It then follows that student never perceives their environment,
personality, and opportunity the same and this explains the different career choices students
make.

The first factor in choosing a career is the environment factors that influence students‟ career
choice. Students tend to choose career that is directly linked to the surrounding environment
and try as much as possible to solve the existing challenges in the surrounding (Splaver
(2011). For example, students who have lived their entire lives on an island will most likely
choose a career dealing with the environment around them which is mostly to do with water,
or alternatively choose to have nothing to do with the island, on no occasion to have anything
to do with the environment around water again (Perrone, 2011). Maybe someone in the
Students‟ life has made a significant impact or impression, leading to a certain choice of
career (Hewitt, 2010). Parents‟ educational background may also influence Students‟ views
on whether or not to continue their education. Media influence also play a role in the process
of career choices among student, a student may see some prominent media personalities on
television who may have influenced them to either make or alter a similar career choice to
those personality or parents may have demanded that their Career Choice Factors assume a
family business (Splaver (2011). There are various environmental factors that would lead a
student to a chosen career (Stebleton, 2007).

How students have seen themselves in a role in which personality is a determining factor
may influence a chosen career (Hewitt, 2010). Some careers demand that you have the

3
personality to match the qualities of the occupation (Bassali, 2008). For example, sales
people have to be outgoing. Said “personality” plays an important role in the choosing of the
right career (Wattles, 2009). A Students‟ personality must that is of the type of self-
motivated, as to explore profession potentials from childhood, and not the type of postponing
that delays until they are compelled to decide (Splaver, 2011). Students must take seriously
the role grades play in limiting opportunities in the later days. Splaver went on to narrate, “It
is vital for students to have a good understanding of himself, his personality, if one wishes to
have a great career in life.” (Splaver, 2011, p. 67).

According to the study carried out by Perrone (2011) on the opportunity of college students
having a role model influence on the career influences the career choices one take, it was
clearly discovered that role model supportiveness, and quality of relationship have an
influence on the career choice a student pursues. In same study it was found that a great
percentage of students selected same gender role models. There is also research on the role of
spirituality and religion in growth of career, even though inadequate in possibility has
suggested that such factors relate positively to desirable career development outcomes such
as career decisions (Stebleton, 2007). For a majority of people with spiritual or religious
commitment faith plays a critical role in the career decision making process (Duffy and Dick,
2009).

A Study carried out on career choice in Ethiopia by Stebleton (2007) shows that the students
had an external locus of control and believes that there are various external factors which
influence their career choices. These external factors include; (1) previous work experience,
(2) political and economic considerations and (3) the influence of key individuals in a
person‟s life. Pummel, Harwood and Lavallee (2008) explain that external influences that
helps to shape an individual‟s career choice are also influenced by significant others through
social support from peers.

Natalie (2009), suggests that young adults through interaction with the context of family,
school and community learn about and explore careers which ultimately lead to their career
choice. One consistent finding in research suggests that adolescents‟ own aspirations are
influenced by their parent‟s aspirations or expectations (Stebleton, 2007). Parental support

4
and encouragement are important factors that have been found to influence career choice.
Children may choose what their parents desire simply to please them.

This clearly shows that environmental, opportunities and personality factors play a great role
in the universities students‟ career choices. Students in colleges and universities will made
career choice based on either the environmental, opportunities or personalities or a
combination of two or all the three factors (Stebleton, 2007). This study aims to find out how
these factors influences students‟ career choices in the Kenyan universities.

1.2 Statement of the Problem

Various studies conducted globally have succeeded in looking into various areas of career
choices, but little has been done locally. Again, more research has widely focused on career
choices at employment level limited to only those already employed, ignoring the basic
foundation at the university level. Thus this research finds the need to look at career choices
at the Kenyan universities since little has been done on this area.

Because of the high turnover and high absenteeism within the workplace in the Kenyan
industry, this study feels that there is little preparation for career choices in the Kenyan
universities and that people ending up choosing career that do not interest them because of
peer pressure and pressure from their parents. The study feels that this research is going to
help university students make informed decisions when choosing their career.

There is a lot of literature on the employee career development at work place. However, the
same cannot be said about student career choices in universities because there is a dearth of
information on this subject. This study therefore pursue to establish the strategic factors that
Kenya university students make in choosing their careers. In addressing the task the emphasis
will be on examining what strategies Kenyan university students employ on choosing their
career and what roles do these other factors play towards their career selection (Wattles,
2009).

Several studies have been carried out on the psychological basis of personal and career
development by investigating the influence of the attitude factors and cognitive strategies on
good decision making process (Bassili, 2008). Even though the research has been done on the

5
role of career development and career maturity, there is still need for further research on the
career knowledge and self-knowledge intersect with career selection to shape career choice.
This study acknowledges that there is no clear guideline that students at university have been
using in making career choices. Students at the United States International University (USIU)
should have the opportunity to explore all of the choices available in order to make a logical,
educated plan when choosing a career.

1.3 Purpose of the Study

The purpose of this study was to determine the strategic factors that influence Students‟
career choice in Kenyan universities.

1.4 Research Questions

The study was guided by the following research questions:

1.4.1 To what extent do environmental factors influence career choice among students in
Kenya Universities?
1.4.2 To what extent do factors of opportunity influence making career choice among
students in Kenyan universities?
1.4.3 To what extent do factors of personality influence career choice among students in
Kenyan universities?

1.5 Importance of the Study

The study is of importance to the following:

1.5.1 University Students

According to Abdullah and Othman (2009), some students do not begin to explore „real‟
career possibilities until after graduation. This research will give more insight students being
more aggressive, giving Students‟ information they could test and use in their daily studies
and apply to their career choice. Also, before graduating, some students have not considered
enough alternative choices in career selection to justify making an informed decision.
Sources of influence such as parents or mentors could be brought into a circle of counseling
and discussion, to help the student form a comprehensive career plan or outline.

6
1.5.2 Government
This study is of significant value to the government of Kenya, most particularly to the
ministry of education. The study will provide valuable guidance to the curriculum programs
offered by the ministry of education in equipping the young students in their earlier career
selection and choices. This will help produce competent graduates for the needs of the
economy.

1.5.3 Academicians and Researchers

The study will contribute to the body of knowledge of interest to both researchers and
academicians who seek to explore or investigate the strategic factors in determining career
choices in Kenyan universities. It will aid the rise of more studies in this particular field.

1.6 Scope of the Study

While the scope of the study is large enough to conclude reasonable assumptions, the sample
data was obtained from USIU students and may not have been indicative of the larger
population. Validity of the survey relied on the students‟ genuine and thoughtful response.
This study was limited to the USIU students with a population of five thousand, five hundred
and thirty three (5,533). Specifically, the study targeted both graduate and undergraduate
USIU students across all the programs. No emphasis was made on any particular subject. The
study covered the period between September and November 2013. The sample size was be
100 students.

1.7 Definitions of Terms

1.7.1 Career Choice

This is the broad opportunities that exist for lifelong vocations. These vocations are set out in
a framework of strategies moving toward personal goals. Fields of vocational, academic, and
sociological endeavors are explored for the purpose of satisfying personal, economic, and
intellectual goals (Wattles, 2009).

1.7.2 Environment
This is the complex physical factors that make up our surroundings (Britannica, 2012), and in
turn act upon us. For the purposes of this study they would include the forces of family,

7
political, social, and economic issues that both typical and non-typical students may deal
with on a day-to-day basis.

1.7.3 Motivation
A force acting on or within a person causing an initiation of behaviour (Britannica, 2012) or
what it is that moves us. In this study we will deal with the issues that help or hinder
students in making career choices.

1.7.4 Opportunity
Those choices in one‟s life which are exposed either in a subtle or obvious manner. These
choices or paths give the individual a selection between two or more outcomes. The
outcomes of one‟s choosing may or may not exceed one‟s present abilities (Wattles, 2009).

1.7.5 Personality
This is characteristic way of thinking, feeling and behaving (Stebleton, 2007). The
personality is the collection of impressions in the appearance of the Students‟ body and the
impressions believed to have been made on others, good or bad. One‟s personality may
embrace attitudes and opinions that affect the way we deal with interactions of people and,
in particular to this study, the situations of choosing a career (Sellers, Satcher and Comas,
2009).

1.8 Chapter Summary

This study is divided into five chapters with the first chapter beginning with an introductory
to the study, background of the problem on the factors that influence Kenya universities
student‟s career choices was covered. The statement of the problem as to the knowledge
gap on this topic is discussed here, purpose of the study, research question and the
importance of this study is also covered in this chapter, finally the scope and definition of
terminologies has also been covered. Chapter two gives the relevant literature review on the
topic. Third chapter looks at the methodologies employed by the research. Chapter four
looks at the results and findings and finally chapter five gives the summary, discussion,
conclusions and recommendations of the study.

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 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction
In this chapter, a review of the literature that influences the student career choice is looked
into in depth. The literature review mainly focuses on three topics namely; how
environmental factors in which students grew have a bearing on the careers they make, the
power of opportunities in influencing a career choice of a student and finally how one‟s
perceptions personality may play a role in determining the career choice process.

2.2 Significance of Environmental Factors in Making Career Choices

An individual seeks to put up with the environmental factors throughout a career, with
personal goals, whereas at the same time being incorporated into the environment (Kroll,
Dinklage, Lee, Morley, and Wilson, 1970). Career choices is the harmonizing of identified
and meeting needs of one‟s self whereas responding to the environmental forces and realities
of life at the same time. It is arguably believed that career choice factors involve two sets of
input, that is, the individual and the world of work. As a person in a career has continuously
evenhanded one‟s aspirations and how they have en suite into the reality of the workplace. A
person‟s occupation determines the kind of person he becomes given that, through his life,
his cognitions concerning himself, what he wants and goals, and his interpersonal reaction
personality are molded (Kroll et al., 1970).

According to Kroll, Dinklage, Lee, Morley, and Wilson (1970), much of the informal and
formal knowledge given through our civilization and our surroundings has been aimed at
gaining, retention, and utilization of information concerning the world. It is therefore
observed that both the individual and the environment as important factors in the construct.
Career theorist Krumboltz (2010) argued that environmental factors affect career decision
making. According to Krumboltz in Sear and Gordon‟s book (2002), since 1960s,
sociologists have explored how career decision making is affected by the social environment.

9
Some of these components of social environment factors include; family, social economic
status, general economic conditions, society‟s stereotypes about specific occupations, and its
attitudes about multicultural populations all influence career choice (Sears and Gordon,
2008).

According to Khallad, (2000) and Watson, Quatman and Edler, (2002) Career choices are
partial determined by factors like socioeconomic status, gender, race, parents‟ occupation and
level of education and the expectation of your parental. Several researchers have examined
those factors to establish whether they actually play a role in career choice and if so, what are
their roles in career behaviour and how do they affect one‟s career choice (Osipow and
Fitzgerald, 1996; Rojewski and Yang, 1997). In recent years there has been an increased
consciousness of the impact of socioeconomic status, race, gender, and on the career
decision-making process and career choices (Stitt-Gohdes, 1997).

2.2.1 Socio-economic Status

One‟s social and economic background has some bearing into family‟s resources. According
to Bolles (2011), you at one point inherit from your parents certain financial and other
resources that, to some extent, influence your career choices. Your family financial status
determines things like where you live and which school you attend. In turn, these can affect
your values, occupational expectations, opportunities, and gender role expectations. Usually,
social status is passed down from generation to generation, you may not benefit by being
exposed to many opportunities or on the other hand you may not have the opportunity to
recognize all the career option open to you (Hooley, 2012). Even though your socio-
economic status may have affected your career decision so far, many career related decisions
lie ahead. High aspiration and motivation to achieve will help you to reach your goals.

Environment has a momentous role in the career choice students make and the position the
student attains in various ways. The environment being referred to here is a factor that is used
to foster decisions in career choice. For example, gender has played a considerable part in
this environment. In a statement released to the press on the thirtieth anniversary of the Title
IX barring of the sex discrimination, Greenberger (2002) of the National Women‟s Law
Center affirmed that boys are still being propelled toward the traditional „male‟ jobs that have
a higher paying whereas girls are still expected to huddle into the traditional fields of

10
cosmetology, childcare, and other similar jobs. In Florida for example, during the year 2002,
99% of the students in cosmetology were female, while 100% of the students pursuing a
course in plumbing were male.

Although few studies exist on the topic of effects of socioeconomic status on career choice,
researchers concur that socioeconomic status influences career choice (Gottfredson, 2008;
Sellers, Satcher, and Comas, 2009). Mau and Biko (2010), they cited previous result showing
a positive relationship between the family‟s socioeconomic status and one‟s aspirations.
Individual raised from higher socioeconomic statuses were more likely to be knowledgeable
of and decide on professional occupations (Sellers et al., 2009).

Contrary, Brown and Barbosa (2009) established that career aspirations of young females
who came from low-income families were restricted to experiences of their family and
acquaintances. Prominent siblings are thought to play a key part in the career direction of
teenagers from lower socioeconomic backgrounds (Ali, McWhirter, and Chronister, 2005).
Besides socio-economic status, Sears and Gordon (2008) believes that family members also
play a role in the career students make.

2.2.2 Family Influences

According to Sear and Gordon‟s (2002), additional aspects of one‟s family background can
be influential in career decision making. In several study for college students, researchers
have found out that parents are the most influential career role models for students. Mothers
in particular seem to exert greater influence during their children‟s high school years and
fathers seem influential in college aged children‟s decision making.

According to Herbart (2006) environment are essential for evolving abilities to heights close
to capacity heights and if teenagers are raised in a home with a healthy environment and that
parents live in harmony and are caring and helpful to their children, a child is therefore
destined to take orders from his parents. Hence their career choice aspiration is influenced
by their parent‟s occupational status. Next on factors influencing career is gender of the
students.

11
2.2.3 Gender
Whether one is male or female has to some extent influenced some of the career choices that
you have made, as well as some of the choices your parents made for you. For example,
gender might have influenced the high school you attended, whether you were encourage to
take risk or not, the and more so, the choices of academic major (Hooley, 2012). Often
gender related messages are subtle and their influence is difficult to discern. Example would
be, if four generation of men in your family been doctors and you are a man considering a
less career professional, for instance, catering, your beliefs and attitudes about men who
work outside the home may produce conflict in your career choice (Sears and Gordon, 2008).

In a study on factors affecting female students‟ career choices and aspirations conducted in
Zimbabwe, Mutekwe, Modiba and Maphosa (2011) found out that the way students often
answer questions relating to career choice divulges the intrinsic societal prejudices distinctive
of their backgrounds. It also reveals the way they are mingled in their families and
exemplifies the importance of gender roles nature in their society. Most traditional societies
have placed gender role to the children and children grows up knowing that some
responsibilities, duties, careers are preserved for certain genders.

Most female students merely neglect certain career fields due to stereotype insights. Perera
and Velummayi-lum (2008) noted that conferring to theories on gender roles and work,
masculinity is categorized habitually as dominance and effectiveness, whereas, in contrast,
females choose occupations that have steady hours of work to allow them to accomplish
domestic duties. It is also proposed that females like work that is foreseeable, inferior and
less financially productive, with low pressure levels, and they do not aim to occupy
leadership position and decision making positions (Hewitt, 2009). The preceding argument
supports the fact that career choices are usually a product of one‟s socialization since
society‟s gender role socialization regulates what roles men and women should aim at (Sear
and Gordon, 2002). In many African civilizations there are careers that are believed to be
male or female fields and society attempts to train this attitude in boys and girls during
socialization (Momsen, 2000). This leads now to the question of what role does occupational
stereotyping play in career choices amongst our Kenyan students in universities.

12
2.2.4 Occupational Stereotyping
You may hold stereotypes about certain occupations, which can also influence your career
choices. Stereotypes come from beliefs that our society and our families have about different
groups; female, males, Africans, Jews, Christians, etc. stereotypes can result in inaccurate
judgment about situations and people and hold you back from taking particular steps
(Hooley, 2012). For example, if you are female and you have been taught that only certain
occupation are for women e.g. nursing, teaching, clerical, they you will believe that you have
limited option (Sears and Gordon, 2008).

Our society deems certain types of work appropriate to either men or women (Hooley, 2012).
Men are encouraged to explore wider variety occupations, yet the areas of child care and
nursing are seen as not appropriate for men. Women from the other hand are discouraged
from seeking education and training in science and math related courses or in trade such as
construction, manufacturing, and transportation (Hewitt, 2012). The effects of such
stereotyping are that many women work at lower paying occupations with fewer
opportunities for advancement (Sear and Gordon, 2002).

There are discrepancies in the income earned by men and women, women getting a raw deal,
this is because of the type of occupation picked by different gender (Sears and Gordon,
2008). For example, women are less likely to be employed in engineering or science related
jobs since these are traditionally considered to be men‟s occupations. In the event that there
are women employed in this fields, the remuneration is also biased with women earning less
than what men earn (Graham and Smith, 2005). Some of these factors that narrow women
into traditional role include social and family influences, lack of education and awareness
regarding nontraditional option, environment, and discrimination within career fields.

According to Sear and Gordon (2002), lack of education causes students to make uninformed
decision in career choices. They believes that some students make career choices or hate
some other careers because they know little about the career. Others will make uninformed
career because they are not aware of the areas they are best at, or what their collogues prefer
and want to associate them with. Hooley (2012) on the other hand believes that lack of
knowledge and discrimination within career fields leads to occupational stereotyping among

13
the Kenyan universities students. Besides environmental factors, opportunities factors have a
role in the career choices made by Kenyan universities‟ students.

2.3 Opportunity Factors in Making Career Choices

Careers and education do not always synchronize the abilities to the opportunities.” Recent
studies show that every one in three college graduates could not find employment requiring a
college degree (National Commission‟s website, 1989). Usually the opposite is true. This is
shown to be a new twist on an old line. The study also stated that relevant work experience
has given students an upper hand in building a career. Experience rather than education
seemed to carry more value in some career choices. A statement from the National
Commission (2012) on Cooperative Education went on to say that cooperative education
combined educational, financial, and career building opportunities. High school students (and
parents of those students) should be aware of opportunities such as cooperative education.
The commission stated that cooperative education, which has existed for over 90 years,
should be an important criterion for selecting the right college (Sear and Gordon, 2002).

Many times the career that the student may have finally settled on, after much anguish, may
no longer exist when the student is ready. Olsten Corporation, a temporary hiring agency,
stated that as a result of the downsizing and reorganization of the past decade, many
organizations have pared down to "core groups of full-time employees complemented by
part-timers and networks for flexible staffing" (Kerka, 1997, p.27). Kerka (1997), stated that
training to be portfolio workers, managing our skills as if we were our own job entity, may be
the opportunities students will be faced with in the future. He stated that individuals should
consider themselves a collection of attributes and skills, not a job. The key skills of the
portfolio worker are versatility, flexibility, creativity, self-direction, interpersonal and
communication skills, a facility with computer and information technology, the ability to
learn continuously, and the ability to manage work, time, and money (cited in Kerka, 1997).
This would be quite different from the traditional view as is known today. Lemke (2007) says
fundamental changes of attitude and identity will have to be made. Ideal job is the next
variable that will influence the type of career choice that a student will make.

2.3.1 Ideal Job

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According to Super, Savicks and Super, (2006), the career choice that student take is
entrenched in the way they perceive a job to be, most will take a career which conforms to
what they perceive to be an "ideal job" and their career decision-making maturity.
Professional choice is not ordinary corresponding process; rather, it is a choice made in a
situation of many persuading factors. The insight of the perfect job turns as a screen for job
suitability and inspires the choice process. One has to be having an idea of what the perfect
job is in his or her head, precisely what one desires to get up and go to do every day (Sears
and Gordon, 2008).

Early career choice has been a cultural, developmental duty that students are required to have
achieved by the end of their high school from surveyed high schools; varied difference
existed in career choice maturity (Hewitt, 2012). In the most prosperous schools, career
choices had been made, and students entering college or advanced training knew what they
needed and what they were going to do. In the lower income schools, the lack of career
decision-making was the norm of the day (Sear and Gordon, 2002).

According to Olayinka (2005), most of the teenagers in his study pick career without relating
them to their interest and ability to handle the nature of job. Adeyinka (2000) though
acknowledged the variable ''school type'' as expelling the main influence on teenagers‟
occupational as well as insights and delusion of working life and the needs, determination
and aspiration that colour them. Students are not just going to choose a career just for the
sake of it, they need to link the career they are taking to the ideal job.

2.3.2 Mentorship

According to a research done to medical students by Hin, Tim, Leung, Fleming, Elena, Vikis
and Yoshida, (2007), the respondents were requested to deliberate on the inspiration of
mentors on their career choice. Of the total respondents who were questioned, 57 out 118
with mentors 67 percent (38 out 57) concurred that the mentors had some influence or strong
influence on the career choice they made. About 40 percent of respondents in the student
subgroups agreed that their mentors were helpful. The sampled respondents, either with or
without mentors rated common guidance and career guidance as the types of backing from
mentors that they cherished most.

15
when making comparison for those respondents with mentors and those without, or never had
mentors, the ones who had had at least one mentor when in high school rated “influence from
a mentor” expressively higher than those without, or who never had mentors and the variance
was statistically substantial. When comparing mentor influence for students and physicians,
there was substantial variance between the two groups (Hin, Tim, Leung, Fleming, Elena,
Vikis and Yoshida, 2007). Those students who have access to mentorship at an early age tend
to make informed career choice at an early time than those who does not have. These
mentorship opportunities help students to make informed career choice. The next in the
opportunity factors that influence students‟ career choice is education.

2.3.3 Education

According to Newton, Grayson and Whitley (1998), education plays a key part in how people
make a career choice. Whereas some professions don't require formal education, ones
opportunities are limited without the proper education. If one wish to know which
professions best fit your education, try and look at some of the job adverts and it will show
all the education background one needs to have to meet the requirement (Hewitt, 2010).
Alternatively noble place to start is the Bureau of Labor Statistics Occupational Outlook
Handbook. This gives thorough evidence on the essential and ideal education of hundreds
jobs across every industry.

Education falls under opportunities for students because education differs in terms of the
system of education, the quality of education and even the level of education (Hooley, 2012).
There are those students who are privileged to have access to the best and quality of
education and even to the highest level of education whereas others don‟t. Those who access
to quality education are most likely going to make their career choices early (Sear and
Gordon, 2002).

According to Sear and Gordon (2002), the level of parents, guardians and role models
education have an influence in the student‟s career choice. They believe that the level of
education for instance of one‟s parent will definitely affect the type of career choice he make.
If your parents and guardian are not well educated, then this will eventually limits the career
of your children. Education background according to Hooley (2012) determines the

16
socialization of an individual. The well cultured and socialized class you are, the well
informed and informed career choice one is likely to make (Sear and Gordon, 2002). The
next aspect in career choice is the personality of individual.

2.4 Personality Factors in Making career Choices

Hin, Tim, Leung, Fleming, Elena, Vikis and Yoshida, (2007) argued that Personality is a
fundamental element of career choice making. A universal definition of personality is “a
collection of qualities or traits that are somewhat stable across situation (Hewitt, 2010).” An
example is that if you are outgoing and assertive with your friends at school, you will
probably be outgoing and assertive with your colleagues at work. Your personality to some
extent can also be influenced by your environment. According to Sears and Gordon (2002),
for instance, if one is outgoing and assertive and works in an environment where you are not
permitted to express your personality, you may have to tone down your vivaciousness, and
consequently be unhappy at work because you are not able to be yourself.

Certain personality characteristics are important in career decision making. Gregarious is a

good example, a gregarious person do better as a politician or a sales representative than
would a more quiet and shy person (Hooley, 2012). Although personality is important, it is
good to note that most occupations accommodate a variety of personality characteristics
(Sear and Gordon, 2002).

It is more helpful for one to know more about his or her personality because this increase
ones self-awareness and may help one in identifying preferred career choice (Sear and
Gordon, 2002). According to Holland (1985), a well-known career theorist, personality type
is a major in career choice and development. He believes that the choice of an occupation is
an expression of personality and that the members of an occupational group have similar
personalities. He also maintains that occupational achievement, stability and satisfaction
depend on congruence between personality and the work environment. Personality factors of
an individual will include the interest of a person.

2.4.1 Interests
Interest can be defined as the things that hold one‟s attention or arouse one‟s curiosity (Sear
and Gordon, 2002). Interests are a person‟s like or dislike and are characterized by the

17
person‟s intensity of feeling about a subject or things (Hooley, 2012). Interests are learned
from parents, in school, from friends, and from your life long experiences. For instance,
when one engages in various activities he reacts with specific feelings or attitudes. You may
like or dislike those activities, you feel challenged or bored, competent or clumsy. Theses
personal reactions plus the feedbacks one receives about his performance help to shape and
focus your interest. One continues to acquire interests throughout his life and this in return
influences the reasoning and choices one makes including career choices (Hewitt, 2010).

Interest can change, as we experience life and meet more people; we become interested in
new things and discard some of our old interests. We also develop more complex thinking
and understanding process, and we may even seek new interest and activities with hope of
improving ourselves and making life more exciting (Hewitt, 2010). One the interest of one
keeps changes so does the career choice of a person change. One seeks a career that meets his
interest at time hence the career that one may have wished to take when he was young is not
what he eventually does.

According to Hewitt (2010), interest has become the most important factors in determinant
and measures of occupational selection. Most of us would like to work at something we
enjoy. According to Sears and Gordon (2002), interest inventories have been developed to
help identify interests and relate them to career and occupations. Interests inventories tall
ranking for specific career and occupational preferences. By measuring interests of
successful and satisfied people in an occupation, researchers have developed scales that
compare the interests of individuals to the interests of people who are certain about what they
want to do. It is believed that these occupational scales are effective in predicting career and
occupational satisfaction. The next aspects of the factors that play a role in students‟ career
choice is the values that are deeply rooted in ones lives.

2.4.2 Values
Values are your basic beliefs, the beliefs you hold most dear (Sear and Gordon, 2002). They
are a source of motivation that can be seen in one‟s action; in the attraction to or avoidance of
the pursuit of things such as money, power, or spirituality. Some values hold more meaning
than others (Hooley, 2012). We tend to pursue more vigorously the values that have more
meanings to us than those that are less important to us. For instance, getting education; must

18
have positive implications to us. How actively one pursues education is related to the
strength of the value he places to education (Hewitt, 2010).

Values at times conflicts, fulfilling one interfere with achieving another (Hewitt, 2010). You
would encounter conflicts throughout your life that will require you to rank your values,
whether you are or you are not aware of the choice. Sometimes identifying your personal life
values is difficult. One way of accessing values is to examine choices you have made in past
(Sear and Gordon, 2002).

In Sears and Gordon (2002) assessment, values that a community or society hold plays a
commanding role in influence the type of career students make. They argued that students
come from a society that is cultured with some deeply rooted values that they hold to and any
career that seems to undermine this values are unlikely to be pursued. For instance, in Kenya
among the Kalavokia sect community where going to see a doctor for treatment is prohibited,
it‟s so unlikely that a student from that community will pursue a career in medical because it
contradicts their religion. The next aspect of career choice that influences students‟ career
choice is personal skills (Hooley, 2012).

2.4.3 Skills
Hewitt (2010), defined skill as ability to do something one has many skills, some of which is
probably taken for granted. Sometimes you might be unsure of your skills and underrate or
minimize them. Most of us have difficulties in identifying our skills. Skill may be natural
abilities or may be acquired through education and training (Sear and Gordon, 2002). In the
university and college, one acquires life skills like finance management, organization and
time management as well as skills to help you earn a living.

There are different types of skills; transferable skills are those that can be utilized in several
different occupations (Hooley, 2012). Example of these skills includes, teaching in school
and training sales workers, both requires instructional skills. Other examples of transferable
skills include analyzing, negotiating, communicating, clarifying and evaluating (Sear and
Gordon, 2002).

19
2.4.4 Fitting into Holland’s Personality Types
Holland (1985) suggests that all occupations in the world can be divided into six work
environments using the same descriptors as his personality types (realistic, investigative,
social, enterprising, artistic, and conventional). An example is in business work environment,
the attracted individuals are those with enterprising or conventional personalities, depending
on the work tasks demanded in that specific work environment. Holland believes that most
people are happiest in work environments congruent with their personality types. Below is
Holland‟s six work environment;

2.4.4.1 Realistic

People with this kind of traits Prefer physical activities that require skill, strength, and co-
ordination. Traits include frank, conservative, persistency, conforming, practical and do not
like to express emotion. For instance, these professions include architect, farmer, and
engineer.

2.4.4.2 Investigative

A person with this kind of traits prefers working with theory and information, thinking,
organizing, and understanding. Traits include: achieving, reserved, planful, analytical,
curious, and independent. Example professions include lawyer, mathematician, and
professor.

2.4.4.3 Artistic

People with this kind of traits prefer creative, original, and unsystematic activities that allow
creative expression. These people are imaginative, sensitive, open, creative, idealistic,
emotional, impractical and expressive. Example professions comprise: musician, writers and
artists.

2.4.4.4 Social

This refers to the people who Prefers activities that involve helping, healing, or developing
others. People with this traits are persuasive, insightful, extroverts and enthusiastic. Traits
include cooperative, friendly, sociable, and understanding. Example professions in these
traits include doctor, counselor, and teacher.

20
2.4.4.5 Enterprising

People in this group prefer competitive environments, leadership, inspiration, marketing,

and status. Some of these traits include go-getting, domineering, active, and self-
possessed. Example professions include Management, Marketing, and Sales Person.

2.4.4.6 Conventional

People with this kind of traits prefer precise, rule-regulated, logical, and unambiguous
activities. Traits include conforming, efficient, practical, unimaginative, and
inflexible. Example professions include accountant, clerk and editor.

Jung (1923), views about perception, judgment, and attitude in human personality is the
second widely used approach to understanding personality. He developed a theory to explain
human personality. In the theory he claims that differences in behaviour are the result of
personality preferences. These preferences emerge early in life and form the foundation of
our personalities. He believes that it is these preferences that explain our attractions to
people, tasks and events throughout our lives.

Brigs (1942) developed her own system of classifying people‟s behaviour. There were more
similarities between hers own classification and that for Jung (1922). She began to develop
validate questions to measure

2.5 Chapter Summary

This chapter was guided by the following research questions: To what extent do
environmental factors influence career choice among students in Kenya Universities? To
what extent do factors of opportunity influence making career choice among students in
Kenyan universities? And to what extent do factors of personality influence career choice
among students in Kenyan universities? The chapter started with an introduction to the
chapter, highlighted and deeply covered the relevant literature on the determinant of career
choices. The determinants factors include; environment, opportunities and personality. The
next chapter will look at the research methodology used in the study.

21
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction
This chapter explains the research methodology of this study which was selected in order to
answer the research questions. The chapter also states the type of the research together with
the approach used, strategy and data collection techniques.

3.2 Research Design

According to Pride and Ferrell (2008), research design is a combined plan for obtaining the
information needed to address a research problem. The research design appropriate for this
study was that of a descriptive survey, this was because the descriptive research design
provides data about the population being studied. The design also described the answers to
the topic as to what factors influenced the students‟ career choices in the Kenyan universities.
In their explanation, Pride and Ferrell (2008) noted that descriptive research is a research that
is carried out to reveal the features of certain phenomena in order to explain a particular
problem. The descriptive type of research describes the conditions as they exist at a particular
time. According to Cooper and Schindler (2011), descriptive research offers a logical
description that is based on facts and precise as possible and this was tailored to my research
problem. We note that the research was statistical; the method captured the population‟s
characteristics by making inferences from the sample characteristics and broad information
about the results were presented based on the sample studied.

3.3 Population and Sampling Design

3.3.1 Population
According to Cooper and Schindler (2011), a population is the entire collection of
components about which inferences are made. Chandan, Singh and Khanna (2005), conquer
with Cooper and Schindler (2011) that population is a group of the variables that is being
studied. It was precisely and economically not practicable to use the whole population for
analysis, a sample was usually taken out of the population for the purpose of analysis. The
population under study was the USIU students. This population was 5,533 as of 18th

22
October2013. It was however much easier to carry out the study through analyzing a sample
rather than the whole population due the complexity and expenditure associated with the
entire population of the USIU students in the study. The characteristics of the population
under the study were all the USIU students both male and female with varying age of
between 18 to above 50 years.

3.3.2 Sampling Design

3.3.2.1 Sampling Frame

According to Cooper and Schindler (2003, P.188), “sampling frame is the list of all elements
from which the sample is actually drawn. Ideally, it is a complete and correct list of
population members only.” In this study, the sampling frame was clearly identified as the
students of the United States International University consisting. The sampling frame was
obtained from the registrar‟s office for the graduate and undergraduate figure, male and
female.

3.3.2.2 Sampling Technique

In this study, a simple random sampling technique was adopted. According Cooper and
Schindler (2003), a simple random sample is a technique in which each population element
has a known and equal chance of selection. This was because the study aimed to achieve a
fairly representative view. Each respondent was chosen by chance and each member of the
5,533 population had an equal chance of being included in the sample and every possible
sample of a given size had the same chance of selection. To obtain this, a sampling frame
was obtained USIU students from which a sample of 115 was identified using simple random
sampling.

3.3.2.3 Sample Size

According to Chandan, Singh and Khanna (2005), the sample size is the number of sampling
units selected from the population for study. A sample of 115 students selected randomly was
used for this study. This was 2% of the representation of the population. 2% was fairly
representative since the population shared similar characteristic.

23
Table 3.1: USIU Student Population

USIU POPULATION

TOTAL 5533

As at 18th October, 2013, from USIU registrar‟s office

Table 3.2: sample size

USIU SAMPLE

TOTAL 100

3.4 Data Collection Methods

Gathering of data was very vital to answering the research questions. Collection of data is
important in answering the research questions (Ghauri and Gronhaug, 2005). This is usually
done in two ways, either using secondary data or primary data. Secondary data not only help
answering the questions but also provide a better understanding in explaining the research
questions through literature review. Nevertheless when insufficient secondary data is
available with respect to one‟s research topic, researcher has to rely upon the empirical study
also called primary data.

The types of data employed in the study were primary data. The primary data was collected
by use of questionnaires that were distributed to the students through hand delivery. The
questionnaires were the most appropriate tool to use because it contained both open and
closed-ended questions. The open ended questionnaires allowed for free responses from the
respondents without providing or suggesting any structure for replies whereas the structured
questionnaires allowed for responses from the respondents to be restricted to the stated
alternatives. The alternatives were designed in such a way that it was simple and easy for the
respondents to understand. Structured questionnaires was also used to avoid the responses of
the respondents to be influenced by the external variables (Collis and Hussey, 2009) as
regards to the open ended questions that gave respondents total freedom to express their
views in unbiased manner.

24
3.5 Research Procedures

A pilot study was conducted randomly on twelve respondents from USIU students as
indicated in the sample size so as to ascertain the suitability of the tool (questionnaire) before
administering it in the study. Pre-testing enabled the researcher to fine tune the questionnaire
and enhance the objectivity and effectiveness.

Accompanying the questionnaire was a letter of introduction for authentication that assured
respondents‟ confidentiality. This letter also served as permission for the researcher to collect
data comfortably. In its administration, the questionnaire was estimated to take 10-15
minutes to complete. The researcher had to assist the respondent, where necessary to
understand the significance of the study and so as to ensure that the response was compatible
with the objective of the study. This further ensured respondent‟s cooperation, as well as a
high response rate. In collection of data, this study employed two research assistants who
was trained on how to respond to different questions that could have been raised by the
respondents. Questionnaires were self-administered to the respective respondents. This
exercise took three weeks.

3.6 Data Analysis and Presentation

The data obtained in this study was quantitative data. Quantitative data are observations
measured on a numerical scale. Quantitative data are those that represent the quantity or
amount of something (Quang and Hong, 2009). Descriptive method was used in analyzing
the data. Statistical Package for the Social Sciences (SPSS) was used to make clarification of
the research findings. Mean of the sample, regression analysis was used to find average data
results then the data was presented in percentages for easier assessment. Frequencies,
percentages and averages were determined to assess the level of responses.

3.7 Chapter Summary

In this chapter, the researcher covered the research methodology by highlighting the research
design, the population was USIU students and sampling design, data collection methods was
through questionnaires, simple random sampling procedure was used and finally data
analysis and presentation covered. The study adopted simple random sampling technique.
The next chapter analyzed the data collected and came up with the findings.

25
 CHAPTER FOUR

4.0 RESULTS AND FINDINGS

4.1 Introduction
The main focus of this chapter was to critically analyze, interpret and present the results of
the study. The chapter considers the findings from the questionnaire collected from the
sample of the United States International University (USIU). The results of this chapter were
subdivided into three broad areas as per the research questions. These are; environmental
factors, opportunity factors and personality factors. In analyzing data, descriptive statistics
such as frequency and percentage were used. Results were generated using statistical package
for social sciences (SPSS) and presented in tables and graphs. The respondents sampled from
USIU and who successively filled in the self-administered questionnaire returned it were
100, representing 87% of the sample size and about 2% of the entire university students‟
population.

4.2 General Information

This include information on the respondents‟ gender, age, Career distributions, respondents‟
year of study, respondents‟ father‟s highest education level, respondents‟ mother‟s highest
education level and those respondents who had already made career choice. This information
was important in regards to how they influence the career choices of the respondents.

4.2.1 Gender Distribution

In terms of gender representation and distribution in the sample size, there were 55% females
and 45% males as show in figure 4.1.

26
Figure 4.1: Gender distribution in the sample

4.2.2 Age Distribution

The USIU sampled students were from the age of 18 years and above 50 years. In table 4.2,
four age brackets were represented; those aged between 18-30years a counts to 82%, from
31-40 years 10 %, 41-50 years 5% and finally above 50years 3%.

Table 4.1: Age Bracket.

Frequency Percent Valid Percent Cumulative

Percent
above 50 3 3.0 3.0 3.0
41-50 5 5.0 5.0 8.0
Valid 31-40 10 10.0 10.0 18.0
18-30 82 82.0 82.0 100.0
Total 100 100.0 100.0

4.2.3 Career Distribution

The information on the majors that students were enrolled in was important because it shows
the type of career path taken by respective students. In terms of the career choice on which
major one picked, the distribution were as follows; those who were doing MBA were 25%
of the respondents, Master in International Relation (MAIR) accounted for 6%, International
Business Administration had 32% of the respondents, Accounting 3%, Hotel and Restaurant

27
Management 2%, International Relation 16%, Journalism 3%, Criminal Justice 3%,
Information System Technology 7%, Applied Computer Technology 2% and finally 1%
doing Psychology as shown in table 4.2.

Table 4.2: Sample Major Distribution.

Frequency Percent Valid Percent Cumulative

Percent

MBA 25 25.0 25.0 25.0

MAIR 6 6.0 6.0 31.0

IBA 32 32.0 32.0 63.0

ACCOUNTING 3 3.0 3.0 66.0

HOTEL & RESTAURANT 2 2.0 2.0 68.0

IR 16 16.0 16.0 84.0

Valid
Journalism 3 3.0 3.0 87.0

CRINAL JUSTICE 3 3.0 3.0 90.0

IST 7 7.0 7.0 97.0

APPLIED COMPTUTER
2 2.0 2.0 99.0
TECHNOLOGY

PYSCHOLOGY 1 1.0 1.0 100.0

Total 100 100.0 100.0

4.2.4 Year of Study Distribution

In formation on respondents‟ year of study was vital because it showed the period of time
that a student had made their career and how it was influenced. On the distribution of the
year of study each student was on, table 4.3 shows how this was represented with 29% of the
respondents on their fourth year, 10% on the third year, 22% first year, with the largest
percentage being the second year at 39%.
28
Table 4.3: Year of Study Distribution.

Frequency Percent Valid Percent Cumulative

Percent

Fourth 29 29.0 29.0 29.0

Third 10 10.0 10.0 39.0

Second 39 39.0 39.0 78.0

First 22 22.0 22.0 100.0

Total 100 100.0 100.0

4.2.5 Respondent’s Father’s Highest Education Level

It is believed that the parent‟s level of education played a role in influencing the career
choices students undertake. Of the sampled respondent‟s father‟s highest education level, 2%
of the sample attained a primary education level, 18% had reached secondary level, 47%
reached college, and those who attained highest educational level beyond collage accounted
to 33% of the sample as shown in table 4.4.

Table 4.4: Respondent’s Father's Highest Level of Education

Frequency Percent Valid Percent Cumulative

Percent

After collage 33 33.0 33.0 33.0

collage 47 47.0 47.0 80.0

Valid High school 18 18.0 18.0 98.0

primary school 2 2.0 2.0 100.0

Total 100 100.0 100.0

29
4.2.6 Respondent’s Mother’s Highest Education Level

It is believed that the parent‟s level of education played a role in influencing the career
choices students undertake. Of the sampled respondent‟s mother‟s highest education level,
7% of the sample attained a primary education level, 27% had reached secondary level, 41%
reached college, and those who attained highest educational level beyond collage accounted
to 25% of the sample as shown in table 4.5.

Table 4.5: Respondent’s Mother's Highest Level of Education

Frequency Percent Valid Percent Cumulative

Percent

Valid After collage 25 25.0 25.0 25.0

collage 41 41.0 41.0 66.0

High school 27 27.0 27.0 93.0

primary school 7 7.0 7.0 100.0

Total 100 100.0 100.0

4.2.7 Made Career Choice

Information on the respondents who had already made career choices helped the research to
know who had made career choices and when and relates to the opportunities available to
them. Of the sampled respondents, 91% had already made career choice while 9% of the
respondents still had not yet made career choice as shown in table 4.6.

Table 4.6: Already Made Career Choice

Frequency Percent Valid Percent Cumulative

Percent

Valid yes 91 91.0 91.0 91.0

No 9 9.0 9.0 100.0

Total 100 100.0 100.0

30
4.3 Environmental Factors
This section sort to find out how each of the established environmental factors influence
career choices made by students in Kenyan universities. The information sort under this
variable was the parents influence, family members, socio-economic factors, other family
members, gender and occupational stereotyping.

4.3.1 Parents Influence

Parents influence was important because the researcher believed that parents play a great role
in students‟ career choice. Findings of the parents having greatest influence in Students‟
career choices showed that out of the 100 responses, 53% were positive while 19%
responded negatively and 28% were neutral as shown in table 4.7.

Table 4.7: Parents Had Influence on Respondents Career Choice

Frequency Percent Valid Percent Cumulative

Percent

very negative 7 7.0 7.0 7.0

negative 12 12.0 12.0 19.0

Neutral 28 28.0 28.0 47.0

Valid
positive 32 32.0 32.0 79.0

very positive 21 21.0 21.0 100.0

Total 100 100.0 100.0

4.3.2 Family Members Influence

Other family members play a role in influencing career choices students make. This
information was important to help the research establish which influence these members have
in students‟ career choices. Findings of the family members having influence in Students‟
career choices showed that out of the 100 responses, 46 responses representing 46% of the

31
sample were positive while 25% responded negatively. 29% were neutral as shown in the
table 4.8.

Table 4.8: Family Members Had Influence on Respondent’s Career Choice

Frequency Percent Valid Percent Cumulative Percent

very negative 7 7.0 7.0 7.0

negative 18 18.0 18.0 25.0

Neutral 29 29.0 29.0 54.0

Valid
positive 33 33.0 33.0 87.0

very positive 13 13.0 13.0 100.0

Total 100 100.0 100.0

4.3.3 Socio-Economic Factors

Socio-economic information how different students from different social class made different
career choice at different ages. Of the 100 sampled respondents, 73% of the sample were
positive that socio-economic factors influenced their career choice compared to 8% who
were negative that socio-economic influenced their career choice. 19% of the sample were
neutral as shown in table 4.9.

Table 4.9: Socio-Economic Factors

Frequency Percent Valid Percent Cumulative Percent

very negative 1 1.0 1.0 1.0

negative 7 7.0 7.0 8.0

Neutral 19 19.0 19.0 27.0

Valid
positive 53 53.0 53.0 80.0

very positive 20 20.0 20.0 100.0

Total 100 100.0 100.0

32
4.3.4 Other Family Members Factors

Other family members represents other relatives other than the respondents nuclear family,
this group of people too have an influence in the career made by students. 40% of the sample
were positive that other family members influenced their career choice compared to 25%
who were negative that other family members influenced their career choice. 35% of the
respondents representing remained neutral. Table 4.10 show how the respondents felt about
this factor.

Table 4.10: Other Family Members Factors

Frequency Percent Valid Percent Cumulative

Percent

Valid very negative 9 9.0 9.0 9.0

negative 16 16.0 16.0 25.0

Neutral 35 35.0 35.0 60.0

positive 31 31.0 31.0 91.0

very positive 9 9.0 9.0 100.0

Total 100 100.0 100.0

4.3.5 Gender Factor

It is believed that in some community there is gender roles and that in return impacts on the
type of career students make. Findings on the level of influence gender played in career
choice, showed that out of the 100 responses, 38% were positive while 30% responded
negatively. 32% of the respondents remained neutral as shown in table 4.11.

33
Table 4.11: Gender Influence on Career Choice

Frequency Percent Valid Percent Cumulative Percent

Valid very negative 16 16.0 16.0 16.0

negative 14 14.0 14.0 30.0

Neutral 32 32.0 32.0 62.0

positive 25 25.0 25.0 87.0

very positive 13 13.0 13.0 100.0

Total 100 100.0 100.0

4.3.6 Occupational Stereotyping

This information gave the researcher an insight of how some students perceive some career
to made for them and look down upon them. Findings on occupational stereotyping also had
influence in career choices, from the sample responses, 40% of the sample was positive
whereas 24% responded negatively. 35% of the respondents remained neutral while there
was 1% missing value of the sample as shown in table 4.12.

Table 4.12: Occupational Stereotyping Influenced Career Choice

Frequency Percent Valid Percent Cumulative Percent

Valid very negative 10 10.0 10.1 10.1

negative 14 14.0 14.1 24.2

Neutral 35 35.0 35.4 59.6

positive 29 29.0 29.3 88.9

very positive 11 11.0 11.1 100.0

Total 99 99.0 100.0

Missing System 1 1.0

Total 100 100.0

34
The findings in this sections of environmental factors indicate that the following listed
variable play a role in the career choices made by university students in Kenya. Next the
research looks at the findings on the opportunity factors and their influence on students‟
career choice.

4.4 Opportunity Factors

These factors to play a vital role in influencing career choices that students make. These
involved factors that follow under environmental and had influence in one way or another to
the career choices Kenyan university students make. The researcher looked at perception of
ideal job, mentorship opportunities and education opportunities.

4.4.1 Perception of an Ideal Job.

This helped the researcher to establish how students‟ perception on an ideal job influence the
career they eventually choose. The findings on this section revealed that 91% of the
respondents were positive, whereas 2% of the respondents were negative and 7% remained
neutral as seen in table 4.13.

Table 4.13: Perception of an Ideal Job

Frequency Percent Valid Percent Cumulative Percent

very negative 1 1.0 1.0 1.0

negative 1 1.0 1.0 2.0

Neutral 7 7.0 7.0 9.0

Valid
positive 46 46.0 46.0 55.0

very positive 45 45.0 45.0 100.0

Total 100 100.0 100.0

4.4.2 Mentorship Opportunity.

These helped find out to what extend mentorship opportunity influenced the career choice
students took. The findings on mentorship opportunity discovered that (81%) of the

35
respondents were positive whereas (7%) of the respondents were negative and (13%) were
neutral. Table 4.14 show the breakdown of the respondents

Table 4.14: Mentorship Opportunity influenced Career Choice

Frequency Percent Valid Percent Cumulative Percent

very negative 1 1.0 1.0 1.0

negative 6 6.0 6.0 7.0

Neutral 13 13.0 13.0 20.0

Valid
positive 51 51.0 51.0 71.0

very positive 29 29.0 29.0 100.0

Total 100 100.0 100.0

4.4.3 Education Opportunity.

The involved the types of school students attended and how it shaped their career choices. On
this factors of the opportunities, the findings on showed that (42%) and (46%) of the
respondents were positive and very positive respectively, an (88%) of the sample, (3%) of the
respondents were negative and (9%) were neutral. Table 4.15 below show the breakdown of
the respondents

Table 4.15: Education Opportunity Influence on Career Choice

Frequency Percent Valid Percent Cumulative Percent

negative 3 3.0 3.0 3.0

Neutral 9 9.0 9.0 12.0

Valid positive 42 42.0 42.0 54.0

very positive 46 46.0 46.0 100.0

Total 100 100.0 100.0

36
Under this section finding to opportunity factors as regards to perception of ideal job,
education opportunity and mentorship was presented. The next section looks at the findings
for personality factors.

4.5 Personality Factors

These factors to play a vital role in influencing career choices that students make. These
involved factors that follow under personality and had influence in one way or another to the
career choices Kenyan university students make. The researcher looked at interest, values
and skills factors.

4.5.1 Interest

Interest is what makes students pick whatever career he takes. The findings on factors of
personal interest showed that (32%) and (66%) of the respondents were positive and very
positive respectively accounting for (98%) of the sample, there were no negative response on
this factors whereas only (2%) of the sample were neutral. Table 4.16: below show the
breakdown of the respondents

Table 4.16: Interest Factors on Career Choice

Frequency Percent Valid Percent Cumulative Percent

Neutral 2 2.0 2.0 2.0

positive 32 32.0 32.0 34.0

Valid
very positive 66 66.0 66.0 100.0

Total 100 100.0 100.0

4.5.2 Values

Values is important because is what a society deeply hold to and they are not willing to give
up for anything. This influenced the career choices students make. The findings on factors of
values of the respondents showed that (89%) of the respondents were positive, there were
(2%) who responded negative while (9%) respondents of the sample were neutral. Table 4.17
show the breakdown of the respondents

37
Table 4.17: Respondent’s Values on Career Choice

Frequency Percent Valid Percent Cumulative Percent

very negative 1 1.0 1.0 1.0

negative 1 1.0 1.0 2.0

Neutral 9 9.0 9.0 11.0

positive 40 40.0 40.0 51.0

very positive 49 49.0 49.0 100.0

Total 100 100.0 100.0

4.5.3 Skills Factors

This was important because some students tends to follow careers in areas that theirs skills
follow. The findings on skills factors showed that (94%) of the respondents were positive
with only (1%) of the respondent responding negative. (5%) respondents of the sample were
neutral. Table 4.18 below show the breakdown of the respondents

Table 4.18: Respondent’s Skills Factor on Career Choice

Frequency Percent Valid Percent Cumulative

Percent

negative 1 1.0 1.0 1.0

Neutral 5 5.0 5.0 6.0

Valid positive 37 37.0 37.0 43.0

very positive 57 57.0 57.0 100.0

Total 100 100.0 100.0

The section covered the variables falling under the area of personality factors and interest,
values and skills factors. Findings in these variables were presented in tables. Next we look
at the regression of the variables against career made by respective students.

38
Table 4.19: Regression between Career (Major) and Parents Influence

Model Unstandardized Standardized t

Coefficients Coefficients

B Std. Error Beta

1 (Constant) 4.382 1.138 3.85

1

parents had influence .066 .310 .021 .211

on respondents career

Table 4.19 illustrate the test results obtained using Pearson‟s correlation tests between the
students‟ career choice and the parents‟ influence. With a Pearson‟s correlation coefficient of
0.021, the test established a P value (level of significance) lower than 0.05 indicating a
statistical significance between the variables.

Table 4.20: Regression between Career (Major) and Socio-economic Factors

Model Unstandardized Standardized t

Coefficients Coefficients

B Std. Error Beta

1 (Constant) 3.054 1.636 1.867

Socio-economic factors .405 .416 .098 .975

played a role in my
career choice.

Table 4.20 illustrate the test results obtained using Pearson‟s correlation tests between the
students‟ career choice and the socio-economic factors. With a Pearson‟s correlation
coefficient of 0.098, the test established a P value (level of significance) lower than 0.05
indicating a statistical significance between the variables.

39
Table 4.21: Regression between Career (Major) and Gender Factors

Model Unstandardized Standardized t

Coefficients Coefficients

B Std. Error Beta

1 (Constant) 4.887 .947 5.158

My gender played a role -.091 .288 -.032 -.316

in my career choice

Table 4.21 illustrates the results of the correlation test that indicate a negative correlation
between respondent‟s career choice and the gender factor. Based on the Pearson‟s negative
correlation coefficient of -0.032 obtained with a level of significance (P value) of 0.01 in
Pearson test. This indicates no statistical significant relationship between the two variable.

Table 4.22: Regression between Career (Major) and Occupational Stereotyping Factors

Model Unstandardized Coefficients Standardized t

Coefficients

B Std. Error Beta

1 (Constant) 5.669 1.075 5.274

Occupational -.345 .320 -.109 -1.079

stereotyping influenced
my career choice

Table 4.22 illustrates the results of the correlation test that indicate a negative correlation
between respondent‟s career choice and stereotyping factor. Based on the Pearson‟s negative

40
correlation coefficient of -0.109 obtained with a level of significance (P value) of 0.01 in
Pearson test. This indicates a statistical significant relationship between the two variable.

Table 4.23: Regression between Career (Major) and Perception of Ideal Factors

Model Unstandardized Coefficients Standardized t

Coefficients

B Std. Error Beta

1 (Constant) 4.380 2.137 2.050

perception of an ideal job .053 .487 .011 .109

influenced my career
choice

A positive correlation was established between respondents‟ career choice and the perception
of an ideal job factor. Table 4.23 shows the test results obtained using the correlation test. A
Pearson‟s correlation coefficient of 0.011 in the test at the level of significance (p value)
lower than 0.05, this indicated that there is a statistical significance between the two
variables.

Table 4.24: Regression between Career (Major) and Mentorship Opportunity Factors

Model Unstandardized Coefficients Standardized t

Coefficients

B Std. Error Beta

1 (Constant) 6.086 1.689 3.604

Mentorship opportunity -.368 .412 -.090 -.894

influenced my career
choice

41
Table 4.24 illustrates the results of the correlation test that indicate a negative correlation
between respondent‟s career choice and mentorship opportunity factor. Based on the
Pearson‟s negative correlation coefficient of -0.090 obtained with a level of significance (P
value) of 0.01 in Pearson test. This indicates a statistical significant relationship between the
two variable.

Table 4.25: Regression between Career (Major) and Education Opportunity Factors

Model Unstandardized Coefficients Standardized t

Coefficients

B Std. Error Beta

1 (Constant) 7.532 2.046 3.681

Education opportunity -.678 .468 -.145 -1.450

played a role in my career
choice

Table 4.25 illustrates the results of the correlation test that indicate a negative correlation
between respondent‟s career choice and education opportunity factor. Based on the Pearson‟s
negative correlation coefficient of -0.145 obtained with a level of significance (P value) of
0.01 in Pearson test. This indicates a statistical significant relationship between the two
variable.

Table 4.26: Regression between Career (Major) and Interest Factors

Model Unstandardized Coefficients Standardized t

Coefficients

B Std. Error Beta

1 (Constant) 4.274 3.214 1.330

my interest played a role in .072 .688 .011 .105

my career choice

42
A positive correlation was established between respondents‟ career choice and the interest
factor. Table 4.26 shows the test results obtained using the correlation test. A Pearson‟s
correlation coefficient of 0.011 in the test at the level of significance (p value) lower than
0.05, this indicated that there is a statistical significance between the two variables.

Table 4.27: Regression between Career (Major) and Value Factors

Model Unstandardized Standardize t

Coefficients d
Coefficients

B Std. Error Beta

1 (Constant) 3.007 2.056 1.462

my values played a role .369 .466 .080 .792

in my career choice

Table 4.28: Regression between Career (Major) and Skills Factors

Model Unstandardized Coefficients Standardized t

Coefficients

B Std. Error Beta

1 (Constant) 6.201 2.536 2.445

my skills played a role in -.354 .558 -.064 -.634

my career choice

Table 4.28 illustrates the results of the correlation test that indicate a negative correlation
between respondent‟s career choice and skills personality factor. Based on the Pearson‟s
negative correlation coefficient of -0.064 obtained with a level of significance (P value) of

43
0.01 in Pearson test. This indicates a statistical significant relationship between the two
variable.

4.6 Chapter Summary

This chapter covered the Results and findings of the study. This were based on the research
questions as outline in chapter one. Findings on environmental factors, opportunity factors,
and personality factors were presented in this chapter. The next chapter provides the
Summary, discussion and conclusions as well as the recommendations based on the findings.

44
 CHAPTER FIVE

5.0 SUMMARY, DISCUSIONS, CONCLUSION AND RECCOMENDATIONS

5.1 Introduction
This chapter discusses the summary, discussion, conclusions and recommendation of the
study of the factors that determine Students‟ career choices in Kenyan universities.

5.2 Summary
The purpose of this study was to determine the factors that determine Students‟ career choice
in Kenya universities. The study attempted to answer the following research questions: To
what extent do environmental factors influence career choice among students in Kenyan
Universities? To what extent do factors of opportunity influence making career choice among
students in Kenyan universities? And to what extent do factors of personality influence
career choice among students in Kenyan universities?

The research design appropriate for this study was that of a descriptive survey, this was
because the descriptive research design provides data about the population being studied. The
design also described the answers to the topic as to what factors influenced the students‟
career choices in the Kenyan universities. The targeted population was 5533 students of the
United States International University. A simple random sampling was used to draw a sample
of 100 respondents. The research used primary data that was collected through the use of
questionnaires. Findings and results was presented in tables and graphs.

The study‟s findings in regard to the research question on the extent to which environmental
factors influences Students‟ career choices in Kenyan universities showed that many of the
respondents were mostly influenced by the environmental factors in making their career
choices. The majority of the sample were strongly positive that environmental factors played
a role in their career selection. 53% and 73% of the respondents agreed that parents and
socio-economic factors influenced their career choice respectively while responses on
Gender and occupational stereotyping were also significantly high.

On the second research question which sort to find out the extent to which opportunity
factors influence Students‟ career choices in the Kenyan university, the majority of the
45
respondents agreed that opportunity factors influenced their career choices. As regards to the
perception of ideal job, 91% of the respondents were positive, 80% felt that mentorship
opportunities influenced their career choices while 88% of the respondents felt that education
opportunity played a role in their career choices.

Regarding the third research question on the extent to which personality factors influence
Students‟ career choices in the Kenyan universities, the study found that personality factors
influence Students‟ career choices. 98% of the respondents agreed that personal interest
influenced their career choices whereas 89% agreed that personal value played a role in their
career choices while 94% felt that their personal skills influenced the types of the careers
they per took. The variables under this research question were interest, values and skills.

5.3 Discussions
In this section, the results and findings of the study are interpreted with respect to the factors
that determine Students‟ career choices in Kenyan universities. The study explores some of
the key factors where emphasis needed to be considered in order to effectively manage career
choices.

5.3.1 Environmental Factors

The study surveyed the environmental factors influencing Students‟ career choices in Kenyan
universities and over 47% of the respondent‟s career choices were influenced by
environmental factors against 21% who were not influenced by the environmental factors.
31% of the respondents remained neutral on the environmental factors. The majority of the
respondents also acknowledged that parents and socio-economic factors played a major role
in their career choices.

The study findings also showed that family members played a role in influencing or
determining their career choices. This findings agree with some of the already existing
literature that family members have a role to play in Students‟ career choice. Maze (2008),
family background can be influential in career decision making. In several study for college
students, researchers have found out that parents are the most influential career role models
for students. Mothers in particular seem to exert greater influence during their children‟s high

46
school years and fathers seem influential in college aged children‟s decision making (Sear
and Gordon, 2002).

The study findings on the other environmental factors also had a positive respondents with
respondents feeling that factors like gender played a role in their career choices with a 38%
respondents against the 30% who responded negatively. Occupational stereotyping factor
also had significant influence on Students‟ career choices with 40% of the respondents
affirming compared to 24% who responded negatively.

On socio-economic factors, Bolles (2011) believes that one inherit parents‟ certain financial
and other resources which eventually shapes ones‟ career choice. The findings of this study
agrees to this and regression on the career choices against socio-economic factors revealed a
positive significant relationship between the two.

5.3.2 Opportunity Factors

The study sort to find out whether opportunity factors had influence and to what extent on the
Kenya universities Students‟ career choices. The study finding established that eighty eight
per cent of the population felt that opportunity factors play a great role in determining
Students‟ career choice. These findings confirm what the literature had provided in chapter
two. According to Heyde and Jordaan, (1979), the location and timing as opportunities are
very significant in gratifying ambitions. Students have shown all the desire, ability, and skill
required for a certain careers, but if the student has not fully exploited the right setting at the
right idea in period, his optimisms for that productive career are condensed or nothing.

The study findings on perception of an Ideal job as one of the opportunities factor that
influences Students‟ career choice revealed that 91% of the population felt that perception of
an ideal job influenced their career choices. The findings showed that majority of the
respondents felt that one‟s perception of the ideal motivates him or her to pick a career that
will lead him or her to obtaining that job. According to Sear and Gordon (2002) the insight of
the perfect job turns as a screen for job suitability and inspires the choice process. One has to
be having an idea of what the perfect job is in his or her head, precisely what one desires to
get up and go do every day.

47
On the factors of mentorship opportunities, eighty percent of the population felt that
mentorship opportunities or lack of it led to one way or another into the career choices that
they made. Literature on this showed that those who had access to this at an early stage
made their career choices earlier in their life and actually made informed choice compared to
those who didn‟t had one (Hin, Tim, Leung, Fleming, Elena, Vikis and Yoshida, 2007).

On education opportunities, this includes the type of school one attended to, education
system and at what age was one able to access these opportunity. According to Sear and
Gordon (2002), education falls under opportunity because the system of education differs, the
quality and even the level of education. This aspect as per the study findings play a role in
influencing the type of career choices that students make.

5.3.3 Personality Factors

The study surveyed the personality factors influencing Students‟ career choices in Kenyan
universities and over 90% of the respondent‟s career choices were influenced by personality
factors against 3% who felt that were not influenced by the personality factors. 7% of the
respondents remained neutral on the personality factors. Majority of the respondents also
acknowledged that personal interest, values and skills played a major role in their career
choices.

The findings on the personal interest, 98% of the population felt that their personal interest
influenced them in their choice of career they made. This agrees with the literature that
personal interest plays a great role in determining Students‟ career choices in Kenyan
universities. This findings agrees with Hewitt (2010) who belies that interest has become the
most important factors in determinant and measures of occupational selection.

On the values every individual holds, the response out the population agreed. 89% of the
respondents felt that their personal values they hold depending on their up bring influences
the career choices one makes. The findings concur with Sear and Gordon (2002) that
conflicts will be always experienced in lives that requires one to rank his values when
making a decision.

48
And finally on the Skill as one of the personality factor, 94% of the population felt that
Personal skill has a great bearing on the choice of career one picks. The population agreed
that their personal skills led them to pick the career they are currently pursuing. According to
Hooley (2012) personal skills have a significant influence on ones‟ career choices. Students
pick careers based on their skills and what they feel they can do better.

Among other factors that the respondents deem important in determining their career choices
were: career development prospect, career opportunities, economics factors, faith in God,
family business, financial ability, having good role models, internship experience, personal
drive, school one attended to, seminars and trainings among others.

A correlation tests between career choices against personal interest and personal value
established that there is a positive relationship between the personal interest and personal
values to the career choices one makes. According to Hewitt (2010), values at times conflict
with the career choice that one might have wish to taken. Sears and Gordon believes that
interest hold deeply to what decisions one take. This study‟s findings agrees with the
argument of Hewitt and Sears and Gordon on both values and interest.

5.4 Conclusions
5.4.1 Environmental Factors

First, in terms of the environmental factors, the study opt to establish whether they influence
the choice of career students in Kenyan universities make. The study‟s findings showed that
environmental factors play a great role in influencing Students‟ career choices. However, part
of the respondents felt that environmental factors have no influence in their career choice
whereas we had a significant percentage that had no idea and remained neutral. The study‟s
conclusion is that environmental factors play a significant role in determining the career
choice students in Kenyan universities make.

5.4.2 Opportunity Factors

Secondly with respect to the opportunity factors influencing career choice, opportunity
factors are significant in influencing the career choices that students make. The finding
significantly revealed that opportunity factors are some of the most important factors that

49
students consider when making career choice. Therefore it is obvious that opportunity factors
are important in career choices made by Kenyan university students.

5.4.3 Personality Factors

And finally, with regard to personality factors, the study sort to find out how personality
factors influence the career choice. The findings showed that personality factor too
significantly influence the career one chose. It was the highly rate factors by respondents as
one of the most significant factor that influence career choice. The study‟s conclusion is that
personality factors play a significant role in determining the career choice students in Kenyan
universities make.

5.5 Recommendations
5.5.1 Recommendations for Improvement

5.5.1.1 Environment Factors

For students to make enlightened and informed decisions, students need to be aware of the
various environmental factors that might be influencing their career choice. Teachers and
parents should prepare the Students‟ at an earlier stage. Career programs should be thought in
schools at an earlier age to enable them prepare for their career. Parents also need to work
closely with their children to ensure that they positively impact them towards choosing the
right career.

5.5.1.2 Opportunity Factors

Opportunity factors play a very vital role in influence Students‟ career choice. From the study
it is recommended that opportunity factors should be created to the Students‟ at an earlier
stage to prepare them make informed decisions on their career choices at an earlier stage of
their life. It is the study‟s recommendation that the government through the ministry of
education to ensure that the opportunity factors are available to all students. Factors like
quality of education need to be improved and be accessible to all.

5.5.1.3 Personality Factors

50
This are factors that are personal to individual and under no influence that they can be
changed. This lie squarely on the student‟s ability. It is recommended of this study that
students not be forced to select career by their parents and teacher but be guided on the career
path they wish to pursue.

5.5.2 Recommendations for Further Study

This study established the factors that Kenyan university students face to make career choice.
The study is a case of the United States International University. It is recommended that
further studies done on the same topic with a different university as the case study.

51
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 APPENDIX

Appendix i: Introductory Letter

Omari Saul Gavo

UNITED STATES INTERNATIONAL UNIVERSITY-AFRICA (USIU-A)

P.O. BOX 14634, 00800.

NAIROBI

Dear Respondent,

I am USIU student carrying out research on the; STRATEGIC FACTORS THAT

INFLUENCE STUDENTS‟ CAREER CHOICES IN KENYAN UNIVERSITIES: A
STUDY OF UNITED STATES INTERNATIONAL UNIVERSITY in partial fulfillment of
the requirement of the Masters of Business Administration (MBA) degree program at the
United States International University.

The researcher uses questionnaire which you are requested complete and return. The findings
of this study will provide valuable information to both the parents, teachers and students in
regards to career decision making.

This is an academic research and you are encouraged to provide your honest opinion. The
information you provide will remain confidential and the results will be analyzed and
reported collectively. As such no findings will be directly attributed to an individual.

The questionnaire will take you approximately 5 minutes to complete.

Thank you in advance,

Yours sincerely,

S.G. Omari

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Appendix ii: Questionnaire
Permission for students to take Part in Research Survey

I understand that my participation in this study is strictly voluntary and I may discontinue my
participation at any time without prejudice. I understand that the purpose of this study is to
investigate the career choices that Kenyan university students make. I further understand that
any information about me that is collected during this study will be anonymously processed.
Students will be asked not to provide a name with the survey. This permission slip will
accompany the survey. Any association of surveys to particular students will be held in the
strictest of confidence.

PART I: GENERAL INFORMATION

Kindly answer all the questions either by ticking in the boxes or writing in the spaces
provided.

1. Respondent‟s Age group 18-30 31-40 41-50 above 50

2. Gender Male Female

3. Major________________________

4. Year of study First Second Third Fourth

5. Father‟s highest education level achieved:

Primary school High school College After college

6. Mother‟s highest education level achieved:

Primary school High school College After college

7. Have you made a career choice? Yes No

8. Do you have any career plans at present? Yes No

59
PART II: RESEARCH QUESTIONS OF THE STUDY

9. To what extent environmental factors influence career choice

In this section, please tick one of the factors corresponding to your personal opinion for each
statement.

Negative

Negative
Positive
positive

Neutral
Very

Very
My parents had or will have the greatest influence in
my career choice.

Family member had or will have influence in my

career choices

Socio-economic factors played or will play a role in

my career choice.

Other family members are/have been the greatest

influence in my career choice.

My gender played or will play a role in my career

choice.

Occupational stereotyping influenced or will influence

my career choice.

Any other environmental factors that have influence

your career choice

60
10. To what extent opportunity factors influence career choice

In this section, please tick one of the factors corresponding to your personal opinion for each
statement.

Negative

Negative
Positive
positive

Neutral
Very

Very
My perception of an ideal job played or will play a role in
my career choice.

Mentorship opportunity played or will play a role in my

career choice

Education opportunity played or will play a role in my

career choice.

Any other opportunity factors that have influence your

career choice

11. To what extent personality factors influence career choice

In this section, please tick one of the factors corresponding to your personal opinion for each
statement.
Negative

Negative
Positive
positive

Neutral
Very

Very

My interest played or will play a role in my career

choice.

My values played or will play a role in my career choice

My skills played or will play a role in my career choice.

Any other personality factors that have influence your

career choice

THANK YOU FOR TAKING YOUR TIME TO COMPLETE THE

QUESTIONNAIRE

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