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Factors Influencing Students' Choices of Academic Career in

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 FWU Journal of Social Sciences, Summer 2019, Vol.13, No.1, 35-47

Factors Influencing Students’ Choices of Academic Career in Pakistan

Seema Arif, Javed Iqbal, and Usman Khalil

University of Management and Technology Lahore

Choice of career is a very complicated decision for students because i t

establishes the kind of profession they plan to chase in their future life. Mostly,
students make career choice during their secondary schooling. The problem
they face is matching their career choices with their interests and academic
performance while accommodating their parental wishes at the same time. This
study aims to identify the factors which play a major role in the choice of academic
careers students are currently pursuing in the university, and how certain personal
characteristics and academic support may shape their prospective choices for
future profession and career. Case study was the chosen approach and the
University of Management and Technology (UMT) the selected case. Correlation
research was the methodology used to collect and analyze the data. A survey was
conducted with three hundred students of UMT randomly selected from three
schools and eight undergraduate programs taught in these schools. Self-
constructed questionnaire comprising 30 items was used as a tool for survey.
Exploratory factor analysis and regression were applied on the data recorded in
SPSS 21 to determine the student satisfaction levels with their career choices both
in retrospect and prospect. The results indicated that social and peer group factor is
stronger than family factor in retrospect of career choices; the economic factor
remains neutral, whereas, academic support and self-efficacy build the prospect of
continuing the same academic career as a profession. The study identifies the
challenges faced by the students in Pakistan of matching their career choices
with their abilities extending the research literature regarding the career choices
of students in a Pakistani perspective.

Keywords: academic support, career choices, case study, economic factor, family,

Education is a status symbol, much appreciated as resulting in high income jobs (Hui & Lent,
2018; Zaidi & Iqbal, 2012). The changing nature of work: careers, identities, and work lives in the 21st
century are making career choices further difficult (LaVeck, 2018) as career interests and aspirations
are getting stereotyped and segregated into technical and professional education like accounting,
business and finance, or medicine and engineering (Baruch & Vardi, 2016). Career is the blueprint of
one’s life (Latif, Aziz, & Ahmed, 2016) where, steps once taken forward cannot be retreated easily;
therefore, it is the utmost critical choice one makes in lifetime.

Career choice involves a cognitive process regarding selection of a particular vocation or job
for future (Kolawole, Osundina, James & Abolaji, 2012). The early choice of academic career binds a

Correspondence concerning this article should be addressed to Dr. Seema Arif, Associate Professor University of
Management and Technology Lahore, Email: [email protected]
Contribution of Authors
Research regarding Factors Influencing Students’ Choices of Academic Career in Pakistan was undertaken by Mr.
Javed Iqbal (PhD in progress) under supervision of Dr. Seema Arif, and guidance of Dr. Usman Khalil. Dr. Seema
Arif wrote and revised the manuscript of the article.
 Arif, Iqbal, Khalil 36

person in a profession for life. It is a popular assumption that in traditional country like Pakistan,
where youth is dependent upon ‘important others’ to make decisions for themselves; most of the
youth jump into a career following a tradition of family, affection for a friend or infatuation with an
ideal. Hardly ever career is chosen scientifically based upon aptitude testing or using other
psychological measures. Therefore, it is important to know whether these traditions are continuing or
millennial generation have become independent to choose their academic careers objectively and
rationally.

In 21st century it is hard to think that youth may have limited career choices, the son of a
blacksmith would be predestined to become a blacksmith, or the son of a feudal lord would be born
to rule. Professions and careers are no more determined by ascribed status on birth (Todorescu,
Greculescu & Popescu-Mitroi, 2015). Fourth industrial revolution has entered Pakistani market as
well and effects of globalization and internationalization are immanent in massification of higher
education and rapid increase in number of private universities (Arif, 2018; Arif, Ilayas & Hameed,
2017; Naz, 2019). Above all, gender is no more a limitation anymore especially when so many females
have also entered the workforce demanding their due right to be considered as serious professional
(Arif, Ejaz & Yousaf, 2017).

Student body in higher education is highly diverse demonstrating the key attributes of a
millennial who wants to enjoy quality of life with achievement and success (Arif et al., 2017).
Emergence of information technology and global connections on social media have made career
choice tougher, since student expectations are touching horizon, and higher education institutions in
Pakistan are facing troubles in ever escalating demands of students and society from higher
education in Pakistan (Arif, Ilyas & Hameed, 2013, 2017). The government and its regulating
authorities are also closely monitoring higher education institutions how they are meeting demands
of stakeholders, and ensuring sustainable career is one of its key aspects (Hussain, 2017; Usman,
2014). Therefore, it becomes essential to explore not only the trends of career choices, but
determine as well which are the key factors influencing students’ career choices in private
universities of Pakistan.

Salami (2008) underlined numerous factors influencing students’ career choices such as self-
beliefs, social identity, intrigue, financial provisions, role models, globalization and the information
gathered through media which arepertinent to a career selection. Bandura and his associates regard
self-efficacy beliefs as key determinant of future career choice (Bandura, 2012; Bandura,
Barbaranelli, Caprara & Pastorelli, 2001). Researchers have further highlighted that self-efficacy is a
reliable predictor of scope of choices regarding academic career, occupational interests and their
relentless pursuit leading to personal success (Garcia, Restubog, Bordia, Bordia & Roxas, 2015; Guan,
Capezio, Restubog, Read, Lajom & Li, 2016; Van Dinther, Dochy & Segers, 2011).

Parents play a very critical role in shaping students choice of career (Chen & Fouad, 2013;
Fouad, Kim, Ghosh, Chang & Figueiredo, 2016). Students feel optimistic about their careers if they get
adequate social support from their parents, family, friends and teachers (Howard, Flanagan, Castine
& Walsh, 2015; Humayon, Raza, Khan & Ansari, 2018). Parents’ socioeconomic status and their
education have great impact on their children’s career choice along with the inherited qualities and
the influence of the surroundings in which they are brought up (Osa-edoh & Alutu, 2011; Raque-
Bogdan, Klingaman, Martin & Lucas, 2013). Students start getting primary guidance from their home,
so, if the parents are highly qualified, the students may get good guidance and motivation from their
parents (Humayon et al., 2018; Obiyo & Eze, 2015).
STUDENTS’ CHOICES OF ACADEMIC CAREER 37

Research has established that it is difficult to obliterate this traditional role (Guan et al.,
2016), especially in South Asia and the part which was previously recognized as sub-continent
including Pakistan, India and Bangladesh. Though, peer pressure and influence of media is becoming
stronger day by day, but according to Reddy and Rajaram (2015) it is not serving larger good.
Swaminathan (2014) reiterated that youth tend to make wrong choices of career in absence of expert
guidance from family or teachers. Much earlier Salami (2008) had warned that many students tend to
make wrong choices in their career because of ignorance, inexperience, peer pressure, or tags
attached with certain job types without taking expert opinion. Hence, career counselors insist that
students aspiring for an academic career must acknowledge personal abilities, strengths and
weaknesses to make higher education a successful experience (Latif et al., 2016; Humayon et al.,
2018).

Ikwesiri (2016) asserted, in knowledge age of 21 st century, it is convenient for everyone to

earn money and stable career by acquiring best knowledge and skills required by industry, and the
university is the best place to acquire what is needed in the market (Abbasi & Sarwat, 2014; Sarwar &
Azmat, 2013). Therefore, it is vital for students to conduct a thorough career research in order to
make the right choice of an academic career comparable with their socio-economic position
(Humayon et al., 2018; Noreen & Khalid, 2012 Shumba & Naong, 2012). Moreover, Ahmed, Sharif,
and Ahmad (2017) warn if the university students of Pakistan would not make right career choices, it
would be impossible for the country to reach the economic goals, the country deems for in the neck-
throat competition of neo-liberal economics.

Students’ socio-economic background may facilitate or inhibit his aspirations for future
education (Humayon et al., 2018; Raque-Bogdan et al., 2013; Raque-Bogdan & Lucas, 2016).
Privatization of higher education may deprive several aspiring candidates to continue their education
in their desired field, because of poor family finances. The situation is more critical for girls than boys
to join the academic career of their choice in Pakistan (Noreen & Khalid, 2012). Gender and social
context as well as students’ expectancy of the outcomes play a vital role in the choice of career (Aziz
& Kamal, 2012; Khattab, 2015).

Gender has been a key feature of many studies examining aspirations for STEM careers (Gil-
Flores, Padilla-Carmona & Suárez-Ortega, 2011; Novakovic & Fouad, 2013; Watt, Shapka, Morris,
Durik, Keating & Eccles, 2012). Abbasi and Sarwat (2014) stated that segregated system in Pakistan,
and females are considered as secondary earners; this attitude force girls choose low profile careers
(Aziz & Kamal, 2012). However, situation has changed in favor of females as higher education is
becoming more and more equitable in Pakistan (Bordoloi & Das, 2017; Malik & Courtney, 2011), still
role of family remains critical; Jamabo (2014) affirmed that educated parents are able to guide their
children well, manage resources to meet the expenses and above all are their moral support as well
(Saleem, Mian, Saleem & Rao, 2014).

Physical and social environment provided by an institution determines whether the students
will continue the same academic career or not, but above all it is the good teaching which keeps
students engaged and involved to assure a win for them (Hanson, Paulsen & Pascarella, 2016; Loes &
Pascarella, 2015). Student empowerment by their school teachers has also been found to play a
significant role in the career selection of the students. Teachers’ advice and guidance has proven to
be more effective in many cases than that of the career counselors (Edwards & Quinter, 2011; Barley,
Bechky and Milliken, 2017). Stephens, Brannon, Markus and Nelson (2015) suggested that it should
be the responsibility of the district authorities to make schools capable of providing essential inputs
to students who belong to rural areas and help them attain their educational objectives.
 Arif, Iqbal, Khalil 38

Last but not the least, research findings signified that discrimination in some careers also
creates barriers for students in choosing certain professions (Ahmed et al., 2017; Chen & Fouad,
2013; Raque-Bogdan et al., 2013). The cultures in which religious beliefs are strongly enforced, and
families strongly promote their religious beliefs and teachings makes religion as one of the strongest
factor influencing career choices (Johnstone, 2015). Such trends are perceived as prospective threat
to secular thought and state ideals (Adams & Joshi, 2016), e.g., many families force their children to
get religious education prior to formal professional education in Pakistan. In such cases the personal
identity is shaped in religious rather than professional context.

It is hereby concluded that a variety of factors affect students’ career selection. The most
important among them are family background, socio-economic status, peer influence and current
trends in the market (Abbasi & Sarwat, 2014; Ahmed et al., 2017; Gil-Flores et al., 2011; Humayon et
al., 2012). These multifarious are further explored in Pakistani context in the current study.

Conceptual Framework
The study is framed in context of Bandura′s (1986) general social cognitive theory, stressing
upon exercise of personal agency in pursuit of career, where a host of external factors are also
operating influencing positively or negatively on personal agency and thus shaping expected
outcomes. Therefore, the variables of the study are external factors, such as family, social and
economic factors, which act in retrospect and the personal agency (self-efficacy) working along other
contextual factors, such as academic support provided by the university and related experiential
learning to make chosen careers satisfied or dissatisfied. Following Akkermans and Kubasch (2017),
careers are considered boundaryless (Bravo, Seibert, Kraimer, Wayne & Robert, 2015) and protean
(Presbitero, 2015). Both traditional and proactive career behaviors are taken into account while
choosing items for the questionnaire (Akkermans & Kubasch, 2017; Dobrow & Tosti-Kharas, 2012;
Etzioni, 2015).

Statement of the Problem

This study was conducted to identify the role of different factors influencing academic career
choices of university students. The study also aims to find outwhether the students are satisfied or
dissatisfied with their choices of academic career?
Objectives of the Study
1. To know the factors influence student choices of academic career
2. To determine the factors influencing satisfaction with chosen career
3. To find out the factors influencing dissatisfaction with chosen career
Research Questions
1. Which factors influence student choices of academic career?
2. Which factors influence more satisfaction with chosen career?
3. Which factors influence more dissatisfaction with chosen career?

Method
The researcher aimed to determine the influence of the family, academic and other socio-
economic factors in making career choices. A survey method was used for this case study. The
population of the study included all the students studying in the University of Management and
Technology (UMT) situated in Lahore. Pakistan. Three schools of the UMT were selected to collect the
data, 100 students each from three schools, School of Engineering, School of Business Management
and School of Social Sciences and Humanities were randomly selected among students studying in
the 3rd and 4th semester of 8 different programs taught in three schools.
STUDENTS’ CHOICES OF ACADEMIC CAREER 39

Self-constructed questionnaire was used to collect the data. The items of the instrument
were derived from relevant studies on the topic such (Dobrow & Tosti-Kharas, 2012; Obiyo & Eze,
2015; Jamabo, 2014; Myburgh, 2005; Edwards & Quinter, 2011).The instrument consisted of thirty
(30) items comprising seven factors which included 1) family factors (5 items), 2) social factor (5
items), 3) economic factors (4 items), 4) Self-efficacy (6 items), 5) Academic support (4 items), 6)
dissatisfaction with chosen career (4 items), and 7) satisfaction with chosen career (3 items). The
items were individually measured on 5 point Likert type scale (1 = strongly disagree, 2 = disagree,
3=Neutral, 4= agree and 5= strongly agree. The instrument was first pilot tested with 100 students
and then validated using appropriate statistical measures The content validity of the instrument was
determined by expert review and face validity for use of language and readability, it was peer
reviewed by senior students from English department. The collected data was tabulated on SPSS
version 21 for further analysis. The overall reliability value, Cronbach Alpha was found to be 0.945.
The construct validity was found by factor analysis discussed below in detail.

Results
Descriptive
The descriptive analysis of the data shows that 59% males and 41% female students
comprised the participants of survey. Among a total of 300 students, 43% belonged to the School of
Engineering, 25% belonged to the Business School, and 32% belonged to the School of Social Sciences
of UMT. Analysis of parents’ data showed that 12% of the parents had not passed matriculation,
whereas, 5% of parents had passed it. 9% of parents had intermediate level education only, 38% were
Bachelors, 27% were Masters, whereas, 5% had MPhil or PhD degrees. On the other hand 4% had no
education at all. Regarding father’s profession the analysis showed that 41% were employed on
various jobs in the service sector, 31% were businessmen, and 9% were landlords, whereas, 19% had
an alternate source of income not specifically disclosed. The mean and standard deviation of the
demographics are shared below:

Table 1
Demographic Values
Demography M SD
Gender 1.7800 4.37066
Department 9.4100 3.38175
Parents’ Education 3.8700 2.30351
Fathers’ Profession 8.9100 3.28171

Factor Analysis
After calculating Cronbach Alpha, Kaiser-Meyer-Olkin Measure of Sampling Adequacy was applied.
The results are shared in the table below:

Table 2
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .936
Approx. Chi-Square 6604.884
Bartlett's Test of Sphericity df 528
Sig. .000
The value of the KMO Measure of Sampling Adequacy for this set of variables is 0.936, which
would be labeled as ‘outstanding’. Since KMO measure of the sampling adequacy is certified, and
 Arif, Iqbal, Khalil 40

values of Bartletts’ test of Sphericity indicate that correlation matrix thus produced would be an
identifying matrix, thus, it is ascertained that data set has correlations, which are appropriate for
factor analysis.

The items of the questionnaire were factorized using principal component factoring followed
by Varimax rotation normalized by Kaiser; Thus 5 components were yielded in 7 iterations. All items
with factor loadings (approximately 0.4 or above) were further used for identifying common factors
(Fava & Velicer, 1996; Costello & Osborne, 2005). All factors fulfilled minimum identifiability criteria
of at least three items per factor (Fava & Velicer, 1996; Beavers, Lounsbury, Richards, Huck, Skolits, &
Esquivel, 2013). Scree plot identified that seven factors (see Appendix A) could be extracted
explaining 63.10% of the total variance. Internal consistency of each subscale (factor) was measured
by using Cronbach’s Alpha which was found to be more than 0.6 for all factors meeting the minimum
cut point (Wang, 2003).

Correlation Analysis
Pearson product moment correlation was calculated to determine association between the
extracted factors. Most of the factors were found to be positively and significantly correlated with
each other. The details are explained below.

Table 3
Pearson Product Moment Correlation Matrix
Factors Self- Academic- Satisfied Dissatisfied
Family Social Economic Efficacy Support Career Career
Family **
1 .577 .541** .622** .589** .601** .483**
Social
1 .541** .595** .580** .738** .650**
Economic
1 .741** .730** .559** .314**
Self-Efficacy 1 .838** .619** .343**
Academic
1 .572** .266**
Support
Satisfied
1 .699
Career
Dissatisfied
1
Career
The findings indicate that the highest positive correlation is found between self-efficacy and
academic support (r=.838**; p<.000). The high correlation is found between social factor, self-
efficacy and family factor (r=.738**; p <.000; r=.619**; p <.000; r=.601**; p <.000) respectively.
Family factor shows strong and significant correlation with self-efficacy as well (r=.622**; p <.000).
Economic factors are also highly significantly correlated with self-efficacy and academic support
(r=.741**; p <.000; r=.730**; p <.000), whereas, moderately correlated with satisfaction with the
chosen career (r=.559**; p <.000). Social and family factor seem to be moderately associated
(r=.650**; p <.000; r=.483**; p <.000) with dissatisfaction with chosen career and weakly associated
with economic factor, self-efficacy and academic support (r=.314**; p <.000; r=.343**; p <.000;
r=.426**; p <.000).
STUDENTS’ CHOICES OF ACADEMIC CAREER 41

Step-wise Regression with Satisfaction with Career Choices as Dependent Variable

Step-wise regression was applied to identify the significant risk factors associated with
satisfaction with chosen career, as the dependent variable. The predictor variables considered were
family factor, social factor, economic factor, self-efficacy, and academic support. Three models were
consequently generated, which are explained below.

Table 4
Step-wise Regression (Satisfaction with career choices as dependent variable)
Model β t-value P - value Tolerance VIF
1 (Constant) 4.904 .000
Social .738 18.960 .000 1.000 1.000
2 (Constant) 4.772 .000
Social .572 12.500 .000 .646 1.548
Self-Efficacy .279 6.104 .000 .646 1.548
3 (Constant) 3.025 .003
Social .514 10.836 .000 .576 1.736
Self-Efficacy .202 4.083 .000 .530 1.887
Family .179 3.673 .000 .547 1.829
Economic factor and academic support were excluded from all models signifying that both
variables do not pose any risk to career satisfaction. Model 1 explains that social factor is singularly
responsible for 73% of the variance in satisfaction with the chosen career (r=.738, P =.000). Model 2
explains that social factor and self-efficacy collectively influence 84% of the variance in satisfaction
with the chosen career (social factor: r=.572, P=.000; self-efficacy (r=.279, P=.000). Model 3 explains
that social factor, self-efficacy and family factor collectively influence the variance in satisfaction with
the chosen career (social factor, r=.514, P=.000; self-efficacy: r=.202, P=.000; family factor: r=.179,
P=.000).

Step-wise Regression with Dissatisfaction with Career Choices as Dependent Variable

Step-wise regression was applied to identify the significant risk factors associated with
dissatisfaction with chosen career, as the dependent variable. The predictor variables considered
were family factor, social factor, economic factor, self-efficacy, and academic support. Three models
were consequently generated, which are explained below.

Table 5
Step-wise Regression Dissatisfaction with Career Choices as Dependent Variable

Model β t-value P - value Tolerance VIF

1 (Constant) 6.470 .000
social .681 16.137 .000 1.000 1.000
2 (Constant) 4.840 .000
social .588 11.550 .000 .667 1.500
family .161 3.155 .000 .667 1.500
3 (Constant) 4.208 .003
social .631 11.768 .000 .592 1.689
family .213 3.867 .000 .562 1.780
AcademicSupport -.130 -2.390 .017 .576 1.736
 Arif, Iqbal, Khalil 42

Economic factor and self-efficacy were excluded from all models indicating that both variables do not
pose any risk to dissatisfaction with career choices. Model 1 explains that social factor is singularly
responsible for 68% of the variance in dissatisfaction with the chosen career (r=.681, P =.000). Model
2 explains that social and family factors collectively influence 74% of the variance in dissatisfaction
with the chosen career (social factor: r=.588, P=.000; family factor (r=.161, P=.000). Model 3 explains
that social and family factors and perceived academic support from university collectively influence
the 97% variance in dissatisfaction with the chosen career (social factor, r=.631, P=.000; family factor:
r=.231, P=.000; academic support: r=.-130, P=.000).

Findings
The main objective of this study was to identify the role of different factors influencing
academic career choices of students of UMT. The analysis of the study was based on the following
seven factors: Family, Social, Economic, Self-efficacy, academic support, satisfaction and
Dissatisfaction with the chosen academic career. It was assumed that traditional factors of family and
peer influence are critical in determining career choices. This is partially true in case of UMT students.
It is deducted from the correlation matrix that family factor is more associated with positive
influencing factors, such as economic support and self-efficacy and induce more satisfaction than
dissatisfaction with chosen career. The role of social factor is most crucial both in case of satisfaction
and dissatisfaction.

The regression analysis informed that UMT students’ satisfaction with their career choices
are influenced by social factors, their personal beliefs of self-efficacy and influence of family.
Similarly, dissatisfaction with chosen career is also influenced by social and family factors and the
academic support, clearly indicating if right academic, social and moral support is not provided by
family, friends and the university, students will not render their academic choices right.

The demographic factors gender, parents’ education and their profession does not
significantly influence any of the factors, thus, their explanation has been excluded from description.

Discussion
Results of the current study show that that there is a strong correlation in the data set. As
expected family factor plays strong in producing positive feelings of self-efficacy, strong social
relationships, and art to utilize academic support, thus producing self-confidence and satisfaction
with the chosen academic career (Akkermans & Kubasch, 2017) leading to boundaryless and protean
careers. However, the strongest influencer is the social group students join, the peer pressure, the
kind of role models they adopt, and help they seek in choice of the university paves their way to
satisfied academic career. These findings corroborate many others, such as (Chen & Fouad, 2013;
Fouad et al., 2016). The future concern in career research seems to bring into light social context, and
the role of unexpected events that may impact career development.

Economic factors did not seem to play strong role in career choices according to the results.
Since students belong to private university, therefore, financials are not a huge challenge for them;
nevertheless strong socioeconomic back ground seems to strengthen students’ perceptions of self-
efficacy and satisfied career; this finding corroborates with others such as (Van Dinther et al., 2011;
Dobrow & Tosti-Kharas, 2012; Etzioni, 2015). Social and economic factors are the strongest “Push
factor” driving students to either direction of satisfaction or dissatisfaction with their relevant career
choices; whereas, family factors seem to act as “pull factor”; students feel enthusiastic and satisfied
when they perceive that they are in a field of their choice in higher education, where they can take a
STUDENTS’ CHOICES OF ACADEMIC CAREER 43

role model from family or teachers (Osa-edoh & Alutu, 2011; Salami, 2008).

Comparatively, it has been observed through results that dissatisfaction with chosen career
is caused by weak association with family, weak economic factor (Jamabo, 2014) lowly perceptions of
self-efficacy and academic support; in this case the social influence is not working the right way and
the students does not feel confident enough to lead a satisfied career; instead they fell into doubts
about their choices, whether or not they will be able to compete in studies. Unable to sustain strong
self-efficacy beliefs, they think about changing the career path and look for alternate opportunities.
Fouad et al (2016) opined that it is important to understand the social context of Asian students,
especially, how religion and culture shape choices of students; moreover, parents and families need
more counseling that young teens so that confrontation should be avoided culminating at loss of
family values, trust and bonding.

Finally, the results of this study have reflected that when students are making career
choices, the outcome expectations, especially their self-efficacy beliefs about their own
performance play a very influential role in their final decisions. This finding is in line with other
studies such as (Garcia et al., 2015; Guan et al., 2016; Myburgh, 2005; Saleem et al., 2014).

Conclusions
From the discussion carried out above, it is concluded, that social and family factors are the
strongest factors influencing students’ choices of their academic careers. Strong associations
between self-efficacy, and social, economic and family factors lead to enhanced satisfaction with
career choices; whereas, weak associations results in poor satisfaction or dissatisfaction with the
academic career choices students take while entering the university.

Suggestions for Improvement

Based on the findings of the current study, the researcher recommends that:
The parents have to prepare children for future careers. They must play their role effectively by
providing a variety of career information taking into account their needs, interests and other
personality factors. Above all they must allow their children discover their talents. Parents must look
up to professional advice to provide their children academic, social and economic support. Parents
should not impose certain choices on their children; they should also try to educate themselves about
the variety of careers available in post-modern knowledge economy, and not just financially but
morally support their children to make best choices for themselves and the family. The most
significant influence is that of social factors, and everyone must act responsibly and do not spread
misinformation about any career.

The government should not promote only professional education in science and technology,
but provide ample chances to youth to grow in all walks of life. Career counseling must begin at in
middle education rather than secondary or higher secondary school education. Students should
be well informed of their potential capacity by the persons who offer career advice to them
ensuring that students become well aware of the demands of a career they have chosen for
themselves.

Career counseling should continue at professional level in the university, and the
counselors should provide psychosocial encouragement to students and support career
accomplishment once it is chosen by the student. The academic advisors must also provide full
knowledge and support to students about their potential strengths and weaknesses and teach
them to bank on their strengths to proceed smoothly on their career path.
 Arif, Iqbal, Khalil 44

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Received: June 16, 2018

Revisions Received: April 20, 2019

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