Institutional and personal influences on career choice a study on students majoring in business and economics in ha noi
INTRODUCTION
The necessity of research
Making a career decision is a crucial step that significantly influences an individual's future, affecting income, lifestyle, status, and job satisfaction For new graduates, selecting a career path is particularly vital, as this choice can result in substantial changes in their lives (DeSimone et al., 2002).
Choosing a career that misaligns with personal needs and motivations, as well as organizational requirements and rewards, can result in negative outcomes such as poor performance, decreased productivity, job dissatisfaction, increased stress, and high employee turnover (Gagne and Deci, 2005; Van Harrison, 1985).
In the 21st century, career choices have become increasingly complex, particularly for Vietnam's Generation Z, who navigate a diverse job market influenced by technological advancements and economic growth stemming from the Doi Moi policy According to the Vietnam Young Generation Report (2020), nearly 65% of young Vietnamese believe that job opportunities have significantly evolved, presenting both greater opportunities and challenges in career selection This generation tends to favor practical, on-the-job training over traditional academic learning, seeking immediate skills that can lead to quick employment, such as service and beauty skills However, the competitive job landscape and parental pressure contribute to a heightened risk of mental health issues among Gen Z, with 20-30% experiencing stress and dissatisfaction When aligned with suitable careers, young individuals exhibit greater job satisfaction and commitment, while unsuitable career choices can lead to depression and burnout, as noted by research from Mashige and Oduntan (2011) This underscores the importance of informed career selection for student success and highlights potential implications for Vietnam's unemployment rates (Lui et al., 2013).
Career choices are shaped by a blend of institutional and personal factors Institutional influences encompass university policies, parental guidance, cultural norms, social stereotypes, religious beliefs, national regulations, and government policies Additionally, personal motivations, both intrinsic and extrinsic, significantly impact an individual's career decisions.
11 important role in shaping career decisions Understanding how these factors interact with each other is essential for a more comprehensive understanding of career choice dynamics in Vietnam
This study aims to address gaps in existing research on career choice in Vietnam by examining the influence of institutional factors alongside individual motivation While most current theories prioritize personal factors, they often overlook the critical role of institutional influences, particularly in the context of Vietnam's rapid economic integration and development By focusing on the institutional environment and personal motivations of Vietnamese students, this research seeks to provide a more comprehensive understanding of career decision-making in the country.
This research aids universities and policymakers in creating enhanced career guidance programs that take into account both institutional and individual factors, enabling students to make more informed career choices.
This study is crucial for understanding the factors that shape the career choices of business and economics students in Hanoi It seeks to connect theoretical knowledge with practical application, offering valuable insights for educators, policymakers, and students Ultimately, it aims to enhance the long-term success of Vietnam's education sector and labor market.
Research objectives
The main purpose of this study is to investigate the influence of institutional and individual factors on the career choices of business and economics students in Hanoi
To achieve this goal, the study set the following objectives:
● Explore current literature on influences on career choice
● Identify institutional factors that influence career choice
● Identify personal motivational factors that influence career choice:
● Compare the influence of institutional and individual motivational factors
● Provide recommendations and policies to better support students in their career choice process.
Research questions
This study can achieve its goals by answering the following research questions:
Institutional factors such as government policies, educational regulations, professional standards, cultural norms, societal expectations, social prejudices, parental influence, and religious beliefs significantly shape students' career choices These elements create a framework that can either encourage or hinder students in pursuing specific professions Understanding the impact of these factors is crucial for addressing the challenges students face in their career decision-making processes.
● To what extent do the personal motivational factors (intrinsic and extrinsic) predict the career choices of students?
Research methodology
This research employs quantitative methods to gather data from 191 surveys completed by economics and business students in Hanoi Utilizing a structured questionnaire and a Likert scale, the author analyzed the data with SPSS and SMART PLS 3 Descriptive statistical methods were then applied to identify the factors influencing students' career choices.
Research Structure
LITERATURE REVIEW
Concept of career choice
The concept of 'career' is defined by Gecikli (2002) as any professional or business activity that an individual engages in throughout their lifetime, from education to death, highlighting the diverse roles and occupations available Additionally, Kolawole et al (2012) emphasize that job choice involves a series of decisions that reflect the dynamic and evolving nature of selecting a career path.
Career choice, as defined by Maina (2013), involves selecting a course of study aimed at a specific profession, driven by individual interests, passions, and skills, while also being shaped by the guidance of parents, friends, and role models This definition highlights the crucial role of personal interests and abilities, alongside the substantial influence of social factors in the decision-making process.
Hartung (1995) emphasizes that selecting a career is a multifaceted process that requires individuals to consider their personal readiness, abilities, interests, assertiveness, comfort, and clarity He suggests that career choice is influenced by various internal and external factors, making it a thoughtful decision rather than a simple choice.
This study examines career choice through the definitions provided by Hartung (1995) and Maina (2013), highlighting it as a comprehensive process involving a deliberate decision to pursue a specific profession Influenced by personal interests, passions, and skills, career choice also considers extrinsic factors like parental guidance, peer pressure, and role models Additionally, the decision-making process relies on an individual's self-awareness, clarity regarding career goals, and commitment to their chosen path.
Gottfredson's Theory of Limits and Compromise (1981) posits that career choice is a developmental journey starting in childhood, where individuals progressively filter out unsuitable options based on their awareness of personal abilities, interests, and societal expectations This theory highlights the significant influence of gender, social class, and other demographic factors in shaping career aspirations and decisions.
In summary, career choice is a complex interaction of personal and social factors that guide an individual's career journey The definitions of Gecikli (2002), Kolawole et al
Research by Maina (2013), Hartung (1995), and others highlights the importance of recognizing both internal and external factors that shape career decisions This study seeks to offer an in-depth understanding of the various influences on career choices and the ways individuals manage their career trajectories throughout their lives.
Institutional Perspective in Career Choice
1 Definition of Institution and Institutional Theory
Institutions are defined as the "rules of the game" that guide social, political, and economic interactions (North, 1990) They encompass both formal and informal norms, beliefs, cognitive frameworks, and legal structures that influence organizational behavior (Scott, 2014) Institutional theory explores how these elements provide stability, meaning, and legitimacy to social and organizational actions.
Institutional theory asserts that organizations are shaped not only by technical and economic factors but also by sociocultural influences and institutional pressures This perspective emphasizes the importance of understanding the broader social context in which organizations function, highlighting how compliance with these pressures can impact their operations and strategies.
& Rowan, 1977) Institutions provide guidelines about what constitutes acceptable, appropriate, and meaningful behavior in a particular field, thereby strongly influencing organizational structures, practices, and making decisions
2 Background and Development of the Institutional Theory
Institutional theory, rooted in the works of early sociologists like Emile Durkheim and Max Weber, highlights the influence of sociocultural factors on organizational structures and practices This theory gained prominence in the 1970s and 1980s, largely due to the contributions of scholars such as John Meyer, Brian Rowan, Paul DiMaggio, and Walter Powell.
Meyer and Rowan, along with business scholars, highlight that organizational decisions frequently stem from the pursuit of legitimacy and conformity to external pressures, rather than merely focusing on efficiency Their research posits that organizations strive to align their structures and activities with prevailing norms, beliefs, and cognitive frameworks in their environments to secure social acceptance and ensure their sustainability.
Over time, institutional theory has evolved to include three main “pillars” that shape organizational behavior: regulatory, normative, and cultural-cognitive factors (Scott,
The multilevel framework established in 2014 allows researchers to examine organizational operations across various levels, from the broader societal and industry contexts to individual organizations This approach facilitates a deeper understanding of the intricate interactions between macro-level institutional forces and micro-level organizational dynamics.
3 The Use of Institutional Theory in Career Studies
Institutional theory has become an influential lens for supporting career-related issues, as it highlights how individuals' career decisions and trajectories are embedded in
Researchers have explored the influence of broader organizational environments on career choices, mobility patterns, and work attitudes, highlighting the roles of occupational norms, organizational structures, and social expectations (Lam, 2019; Duberley et al., 2006; Inkson & King, 2011; Gunz et al., 2011).
Research indicates that the institutional, normative, and cultural-cognitive contexts, along with legal factors, significantly impact individual career decision-making, the viability of specific career paths, and the strategies employed in career progression (Lam, 2019; Duberley et al., 2006) Additionally, institutional theory has been utilized to analyze macro-level shifts, such as industry deregulation, which alters occupational patterns and fosters the development of identities linked to emerging careers (Goodrick & Reay, 2010; Chreim et al., 2007).
2.2.2 The ‘Institutional Three Pillars’ and Career Choice
Richard Scott's theory of institutional processes, established in 1995 and elaborated in 2014, provides a crucial framework for understanding the factors that influence career choices He identifies three primary pillars of institutions: regulative, normative, and cultural-cognitive elements, which together create stability and meaning within societal functions These institutions are complex and enduring social structures that incorporate symbolic elements, material resources, and social actions, often passed down through generations due to their perceived inevitability and connections to regulatory frameworks The following section will delve into these three pillars, examining their impact on individual career decisions.
The regulatory pillar encompasses formal rules, laws, and sanctions that influence behavior in the occupational sector, including licensing requirements and industry regulations (Scott, 2014) These regulations can significantly impact career paths, such as legal requirements for practicing medicine or law, which restrict options for individuals (Goodrick & Reay, 2010) Additionally, organizational policies related to promotion, compensation, and career advancement play a crucial role in shaping employees' perceptions and navigation of their career opportunities within a company.
The normative pillar encompasses the values, norms, and expectations that govern acceptable behavior within a social system (Scott, 2014) In professional settings, these normative pillars are often manifested through professional codes of ethics and societal expectations, guiding individuals in their conduct.
Gender influences career choices and the organizational cultures that prioritize specific career paths (Duberley et al., 2006) Societal pressures, such as the expectation to "follow in your parents' footsteps" and the emphasis on work-life balance over career advancement, play a crucial role in shaping individual career aspirations and decision-making.
The cultural-cognitive pillar encompasses the shared beliefs and assumptions that shape individuals' perceptions of their social environment (Scott, 2014) In the context of careers, this pillar significantly influences how people make career choices and the strategies they employ to navigate their professional paths For instance, prevailing cultural beliefs regarding the prestige and earning potential of specific careers, along with cognitive frameworks that define "successful" versus "unsuccessful" career trajectories, can strongly impact individual career aspirations and decisions (Lam, 2019; Inkson & King).
2.2.3 Institutional Factors in Ha Noi Context and Research Hypotheses
In the upcoming chapter, we will explore the institutional factors within the three pillars that impact the career choices of Business and Economics students A summary of these institutional factors is provided in the accompanying table.
Table 1: Institutional factors in Hanoi -Vietnamese context
The Regulative Pillar The Normative Pillar The Cultural-Cognitive
National regulations and government policies
Policies and regulations of educational institutions
1 National regulations and government policies
National regulations and government policies are essential elements of the Regulative Pillar, significantly influencing legal reform and national development These frameworks enable government officials to achieve the objectives of the welfare state, despite potential conflicts with other legal norms and challenges Historically, government interventions and regulations have driven innovation, particularly in sectors such as automobile safety and fuel efficiency, highlighting the positive effects of regulatory policies on technological progress and societal welfare.
The Vietnamese government is pivotal in establishing the legal framework for professional activities, significantly influencing career choices through policies like economic liberalization, higher education expansion, and innovation promotion The Doi Moi reforms of 1986 marked a shift towards a market-oriented economy, fostering private sector job opportunities and increasing competition By investing in education, the government aims to enhance the quality of human resources, resulting in a rise in students pursuing higher education and specialized skills To attract talent in this sector, the state provides incentives such as tuition exemptions and living allowances Furthermore, initiatives to develop high-tech industries and support innovative startups have successfully created new career paths in emerging fields.
H1a: The perceived importance of National regulations and government policies will significantly predict the career choices
2 Policies and regulations of educational institutions
Personal Perspective in Career Choice
This section explores the personal aspects of the career choice process within a comprehensive research framework While the institutional perspective has faced criticism for overlooking individual agency, this study recognizes the importance of both institutional and personal dimensions, emphasizing that a complete understanding of career choices requires an integrated approach (Tolbert and Zucker, 1996).
The self-determination theory, as articulated by Albugamy (2014) and Akosah-Twumasi et al (2018), provides valuable insights into the career choices of business and economics students in Hanoi This theory identifies sixteen personal motivational factors that significantly influence these students' career decisions The article further explores the motivations driving career choices in both the public and private sectors, highlighting how sociocultural systems shape individual career aspirations.
Motivation in the workplace is defined as the driving force that compels individuals to take action Originating from the term "motive," motivation is essential for fostering productivity and engagement among employees According to Ryan and Deci, motivation involves being moved to take specific actions, highlighting its significance in professional environments.
(2012) describe motivation as a powerful influence on our actions and efforts Baron
Motivation is essential for guiding behavior towards specific goals, as noted by 1983, and is further emphasized by Dasgupta (2013), who states that it propels individuals to pursue personal and organizational objectives, thereby enhancing their commitment to the organization.
Motivation plays a vital role in career studies due to its complex nature and significant influence on job satisfaction and organizational outcomes Factors such as the evolving nature of career motivations and their varying importance across demographics like age, gender, and sector contribute to this interest Understanding employee motivation is essential for creating effective job roles and reward systems that enhance job satisfaction and productivity Additionally, Self-Determination Theory (SDT) offers insights into the motivations behind career choices, emphasizing the importance of intrinsic and extrinsic factors in fostering employee engagement and performance.
This thesis focuses on Deci and Ryan's Self-Determination Theory (SDT), which identifies three main types of motivation: amotivation, extrinsic motivation, and intrinsic motivation The theory suggests that motivation exists on a spectrum, from total lack of motivation (amotivation) to intrinsic motivation, where actions stem from genuine interest While amotivation is not pertinent to this study, the research examines the influences of both extrinsic and intrinsic motivations on the career choices of students in Ha Noi.
Extrinsic motivation is driven by external rewards or the avoidance of negative consequences and encompasses four types: external regulation, where actions are dictated by outside demands; introjected regulation, which involves internal pressures to enhance self-esteem; identified regulation, where actions align with personal goals that offer external benefits; and integrated regulation, where actions are consistent with personal values but remain externally motivated.
Intrinsic motivation refers to the drive to participate in activities for their inherent satisfaction, rather than for external rewards This form of motivation is marked by engaging in tasks that are enjoyable or interesting (Ryan and Deci, 2000, p 55).
This study investigates the impact of motivational factors on the career choices of students in Hanoi, emphasizing the distinction between extrinsic motivation, which includes tangible work benefits, and intrinsic motivation, which encompasses abstract psychological rewards By excluding later stages of extrinsic motivation that closely resemble intrinsic motivations, the research concentrates on externally influenced motivations, as highlighted in recent workplace studies (Chen, 2014; Gagne et al., 2010).
2.3.3 Personal Motivational Factors in This Study
1.Intrinsic factors affecting career choice:
Intrinsic factors, which are inherent to individuals, significantly influence career choice, as highlighted by various theoretical frameworks and empirical studies, including the Social Cognitive Career Theory (SCCT) This theory emphasizes that self-efficacy beliefs and outcome expectations are crucial elements that shape an individual's career decisions (Akosah-Twumasi et al., 2018; Lent et al., 1994).
Self-efficacy is the belief in one's ability to successfully perform a task and achieve desired outcomes This concept is closely associated with career choice, as individuals are more likely to pursue professions where they feel confident in their skills and potential for success, aligning with their sense of personal competence.
Intrinsic interests and passions play a crucial role in determining career choices, as highlighted by Person-Environment Fit Theory (Holland, 1997) This theory posits that individuals are more inclined to select and succeed in careers that align with emotionally engaging activities, rather than those driven by external influences.
According to Albugamy (2014), seven intrinsic factors significantly influence job satisfaction, including psychological aspects and abstract benefits such as autonomy, job responsibility, creativity, and opportunities for personal growth Additionally, a sense of accomplishment and the chance to contribute to society also play crucial roles in enhancing employee engagement and fulfillment.
(2018) said that intrinsic factors include Personal interests, Self-efficacy, Outcome expectations, Professional development opportunities a Job Autonomy/ Independence:
Having autonomy at work provides individuals with the independence to plan and make decisions effectively, leading to the successful achievement of goals and personal accountability (Morgeson and Humphrey, 2006) This increased autonomy fosters job satisfaction and a strong sense of responsibility (Sisodia and Das, 2013; Gagné & Deci, 2005) Students who enjoy making their own decisions and taking ownership of their tasks are more likely to pursue careers that offer significant autonomy.
Students eager for challenges and accountability often gravitate towards careers with substantial responsibilities Many individuals are drawn to roles that allow them to tackle complex problems and make impactful decisions (Hackman & Oldham, 1980) As noted by Clark (2007), elevated levels of job responsibility can enhance overall job satisfaction and engagement.
24 responsibility are associated with higher levels of work engagement and career satisfaction c Interesting and Challenging Work:
RESEARCH FRAMEWORK
Research questions and Hypothesis
Institutional factors such as national regulations, government policies, and the specific policies of educational institutions significantly influence career choices Additionally, professional standards, cultural norms, societal expectations, social prejudices, parental obedience, and religious beliefs play crucial roles in shaping individuals' career paths These elements collectively create a framework that can either support or hinder career decision-making, reflecting the complex interplay between personal aspirations and external pressures.
H1a: The perceived importance of National regulations and government policies will significantly predict the career choices
H1b: The perceived importance of Policies and regulations of educational institutions will significantly predict the career choices
H1c: The perceived importance of Professional standards will significantly predict the career choices
H1d: The perceived importance of Cultural norms will significantly predict the career choices
H1e: The perceived importance of Societal expectations will significantly predict the career choices
H1f: The perceived importance of Social prejudices will significantly predict the career choices
H1g: The perceived importance of Parental obedience will significantly predict the career choices
H1h: The perceived importance of Religious influence will significantly predict career choices
Q2:To what extent do the Personal factors (Intrinsic and Extrinsic) predict the career choices?
H2a: The perceived importance of Intrinsic factors will significantly predict career choices
H2b: The perceived importance of Extrinsic factors will significantly predict career choices
RESEARCH METHODOLOGY
Research Philosophy
This study aims to examine the career choice dynamics among business and economics students in Ha Noi, utilizing a positivist epistemological framework This approach posits that social reality exists independently of human perception, allowing for objective analysis and collection of data regarding the social world.
This research adopts a positivist approach to enhance the understanding of career choices among business and economics students By measuring their responses to predefined variables based on established theories, specifically institutional theory and self-determination theory, the study aims to provide valuable insights into students' decision-making processes.
The study employs a hypothetico-deductive approach, beginning with the development of various hypotheses concerning institutional and personal motivational theories to explore the factors affecting career choices Subsequently, the research concepts were meticulously operationalized, followed by the measurement of both institutional and personal motivational concepts Ultimately, the hypotheses were tested, leading to the verification of the theories utilized in the research through the new findings.
This rigorous, positivist methodology allows the researcher to objectively study the social phenomenon of career choice, similar to how natural phenomena are studied in the sciences.
Research method
This study seeks to objectively assess variables such as national regulations, government policies, and personal motivations, while minimizing researcher bias The quantitative approach is advantageous for its ability to conduct standardized statistical analyses, facilitating objective comparisons between institutional and personal factors, and allowing for generalizability across a wider population—an aspect not achievable through qualitative methods Therefore, a quantitative methodology has been selected to investigate the influences on career choices among business and economics students, emphasizing the relationships between independent and dependent variables Previous research on career choice factors, such as the studies by Nguyen et al (2022), Albugamy (2014), and Akosah-Twumasi et al (2018), also employed quantitative methods.
Sources of Data
This study examines the institutional and personal influences on the career choices of Business and Economics students in Hanoi, offering a distinct perspective compared to the frequently researched areas of North America and Europe The unique cultural and social context of Vietnam enriches the career development literature Utilizing both primary and secondary data sources, the research establishes a robust theoretical foundation while collecting empirical evidence.
Secondary data sources such as databases, journal articles, textbooks, websites, government statistics, policy reports, and data from universities and educational authorities in Hanoi were utilized This comprehensive information informed the development of research questions and hypotheses, while also expanding the study's focus on both institutional and personal variables.
A cross-sectional survey was conducted with 191 students from major universities in Hanoi to collect essential primary data, addressing the local lack of specific information regarding students in this field The results from this survey were instrumental in validating or challenging the study's hypotheses and enhancing the understanding of how various research variables influence students' career decisions The survey method was selected as the primary data collection tool, complemented by the researcher's contextual knowledge and relevant secondary data.
Questionnaire design
The questionnaire is designed to include four parts:
• The first part focuses on participants' demographic information, including age, gender, student year, educational institution and, work experience
• The second part includes questions to measure institutional factors
• The third part includes questions to measure personal factors
• The final part is questions to measure the dependent variable, career choice
The questions asked are based on the model framework In the last three parts, the surveyor will give answers based on the likeart scale
National regulations and government policies ( NR)
NR 1 I think that the government regulations will increase my chances of employability
NR 2 I think that the government regulations will widen my career choices
NR 3 I think that the implementation of help has helped managers in finding jobs
NR 4 I think that the government regulations will limit my career options
Policies and regulations of educational institutions (
EI 1 I take guidance from my school teachers before landing to my career decision
EI 2 I prefer the career counseling by experts for my crafting my career path
EI 3 Scholarship or discount by institution affirms my admission decision
EI 4 Academic support system Like smart classrooms, Library, Laboratories, Auditoriums are vital
Professional standards (PS) PS 1 Professional standards and expectations in my desired field of work are clearly defined
PS 2 The certification, licensing or accreditation requirements for my preferred occupation are appropriate to
PS 3 The reputation and prestige associated with my desired career motivate me to pursue it
PS 4 I can gain the skills, knowledge and competencies needed for my preferred career path
PS 5 I am limited from pursuing many careers because of the special requirements for those careers
CN 1 Cultural values and traditions in
Vietnamese society guide my study and career choices
CN 2 Behavioral expectations and social norms influence how I interact in professional settings
CN 3 Cultural stories and stereotypes common in Vietnamese society influence my aspirations and self- image
CN 4 Assumptions and mindsets about gender roles and responsibilities in Vietnam shape my educational and career decisions
CN 5 Community traditions and customs in
Hanoi impact my perception of a suitable or desired career path
SE 1 Family and community expectations greatly influence the path I choose to pursue
SE 2 The opinions and judgments of my peers in Hanoi impact the options I consider for my future
SE 3 The economic and social benefits of several career paths in Vietnam drive my educational and career choices
SE 4 I feel social pressure to follow certain career paths that are considered prestigious or successful in Vietnam
SP 1 I believe that there are some careers that are more suitable for men or women
SP 2 I am driven by the classification of
"high-paying" and "low-paying" and
SP 3 I look at the negative points of the profession to decide not to choose that profession
SP 4 I have personality stereotypes such as introversion that influence my career choice
PO 1 1 I consider my Parent’s advice while selecting institution for admission Nguyen, et al.,
PO 2 2 The advice and guidance of my family members significantly shapes my decisions about the future
PO 3 3 I hesitate to pursue choices that might disappoint my parents
PO 4 4 My family's financial support and approval are important factors in
35 determining the feasibility of my educational and career plans
PO 5 5 I often prioritize my parents' wishes for me over my personal goals and interests
Religious influence (RI) RI 1 My religion plays an important role in my daily personal decisions Albugamy, RT
RI 2 My daily work decisions would be influenced by my religious ethics
RI 3 My religious principles play an important role in my career choices
RI 4 I will not consider working in an organisation whose practices and activities go against my religious principles
RI 5 I will not consider any job role which conflicts with my religious belief
Factors (EF) EF 1 Salary Albugamy, RT
EF 2 Benefits (health insurance, car, housing, bonus etc.)
EF 4 Opportunity for career advancement
EF 5 Work conditions (work environment & working hours)
EF 7 Work in a prestigious organisation
Factors (IF) IF 1 Job autonomy/Independence Albugamy, RT
IF 3 Interesting and challenging work
IF 5 Opportunity for personal growth and development
IF 6 Opportunity to serve society
(CC) CC 1 I have complete freedom to choose my career Hartung
CC 2 I carefully consider my career choice before accepting a job
CC 3 In my opinion, choosing a career is one of the most important decisions
CC 4 I must understand the job clearly before choosing it
CC 5 I can maintain and develop my current career in the long term
CC 6 I believe that my career will bring better opportunities in the future
CC 7 I intend to work in a profession related to my degree major upon graduation
CC 8 I intend to remain in the career field related to my degree major after graduation
EMPIRICAL FINDINGS AND DISCUSSION
Demographic analysis of responds
The survey results reveal a significant gender disparity, with women comprising approximately 75.4% of participants, while men represent only about 25%.
The majority of survey participants are between the ages of 18 and 23, the ages mainly studying at universities
The number participating in the survey here is mainly university students, with a very small number of college students, only about 3.7%
Table 9: Year of Study Frequency
Valid Fifth Year (if applicable)
In this survey, first and second-year students represent the majority at 52.9%, while fifth-year students account for only 5.2%, reflecting the typical four-year study duration for business and economics majors in Vietnam.
We can see from the above survey that business majors account for more than half, about 57.1% Next are accounting, auditing and economics
The survey revealed that a significant 59.2% of participants were inexperienced students, primarily consisting of first- and second-year students Those with experience ranging from 3 months to 1 year made up the second largest group at 20.4% Additionally, students with 1 to 3 months of experience accounted for 10.5%, while those with 1 to 2 years represented 6.3% Lastly, only 3.7% of the participants had 2 to 3 years of experience.
Data analysis and research results
5.2.1 Assessing the validity and reliability of measurement scales
After eliminating variables with an Outerloading index less than 0.7 and keeping variables greater than 0.7, we have the following model:
Source: The authors’ calculation b Average Variance Extracted
The study assesses the measurement model using Cronbach's Alpha reliability, composite reliability (CR), and average variance extracted (AVE) Both Cronbach's Alpha and CR exceed 0.70, demonstrating strong reliability and stability, while the Cronbach's Alpha for Societal Expectations is 0.662, reflecting acceptable internal reliability Additionally, the total variance extracted for the factors is above 0.50, indicating a high level of construct validity.
42 stability The results showed that the scales of the main research variables all met the standards and reliability of validity (Table 12)
The model demonstrated strong discriminant validity, as confirmed by the Fornell-Larcker criterion, ensuring that each factor uniquely measures a specific concept without interference from others Additionally, the square root of the Average Variance Extracted (AVE) for each research variable exceeded the correlation coefficients with other variables, highlighting robust convergent validity among the factors.
Most of the factors in this study have HTMT values below the threshold of 0.85, indicating a good level of analytical validity
The relationships between Career Choice and Extrinsic Factors (0.925) and between Intrinsic Factors and Extrinsic Factors (0.911) exceed the 0.90 threshold, indicating a need to reevaluate these elements for clearer differentiation.
According to Henserler et al (2015), the scale achieves discriminant value when the HTMT index is less than 1 and preferably less than 0.9, so these factors are still temporarily accepted
The model demonstrates an R² value of 0.784, indicating that it accounts for 78.4% of the variation in career choices This suggests that the factors included in the model significantly influence individuals' decisions regarding their careers.
Table 14: f Square f Square Career Choice
Extrinsic Factors have the greatest influence on career choice (f² = 0.366), indicating that this is an important factor that needs more attention
Other factors such as Government, Intrinsic Factors, Parental obedience and Educational Institution have a small influence on career choice
Some factors such as Professional Standards, Cutural norms and Social Prejudices do not have a significant influence on career choice in this model because f² is smaller than 0.02 -> Rejected
Table 15: Results of testing the hypotheses
Educational Institution, Extrinsic Factors, Government, Intrinsic Factors, and Societal Expectations factors all have a significant influence on career choice and are supported by the hypothesis testing results
P values exceeding 0.05 indicate that Cultural Norms, Parental Obedience, Professional Standards, Religious Influence, and Social Prejudices do not significantly affect career choice, as the hypothesis testing results do not support these factors.
Discuss research results
Institutional factors, including national regulations, government policies, and educational institution guidelines, significantly influence career choices Professional standards and cultural norms shape individuals' perceptions of various professions, while societal expectations and social prejudices can either encourage or deter specific career paths Additionally, parental obedience and religious beliefs often play a crucial role in guiding individuals toward certain careers, highlighting the complex interplay between these factors in shaping career decisions.
H1a: The perceived importance of National regulations and government policies will significantly predict the career choices
Logistic regression analysis indicates that National Regulations and Policies significantly influence career choices, with a positive coefficient (β=0.316, t=4.202, p=0.000) This highlights the critical role of government initiatives, such as financial support programs and scholarships, in guiding students toward careers that align with societal needs Policies encouraging employment in key industries and offering tax incentives for companies hiring new graduates generate appealing job opportunities This finding aligns with the research of Shintaro, Y (2015), reinforcing the importance of governmental influence on career decision-making.
H1b: The perceived importance of Policies and regulations of educational institutions will significantly predict the career choices
The analysis reveals that the policies and regulations of educational institutions significantly influence students' career choices (β=−0.201, t=4.189, p=0.000) These policies, including curriculum requirements and grading standards, can restrict students' options and lead them to select careers misaligned with their personal interests and abilities This underscores the necessity for enhancing and adjusting educational policies to foster a more supportive environment for students during the career decision-making process Similar findings are reported in the study by Goran and Puaca (2013).
H1c: The perceived importance of Professional standards will significantly predict the career choices
The analysis indicates that Occupational Standards do not significantly impact career choice, as evidenced by the results (β=0.004, t=0.073, p=0.942) This lack of influence may stem from students' limited awareness of industry professional standards or the minimal role these standards play in their decision-making processes.
H1d: The perceived importance of Cultural norms will significantly predict the career choices
Recent analysis indicates that Cultural Norms have an insignificant impact on career choice (β=−0.039, t=0.623, p=0.534) This trend may reflect a shift in the younger generation's views on culture and social values, as they increasingly prioritize personal interests and passions over adherence to traditional cultural expectations.
H1e: The perceived importance of Societal expectations will significantly predict the career choices
Research indicates that social expectations significantly influence career choices, with a positive impact (β=0.141, t=2.118, p=0.035) Students often feel guided by societal perceptions of valuable or respected professions, which can stem from family, friends, or the broader community This societal influence plays a crucial role in shaping students' career perspectives and decisions, as supported by findings from Angela and Ulrich (2021).
H1f: The perceived importance of Social prejudices will significantly predict the career choices
The analysis indicates that social stereotypes have minimal impact on career choice (β=−0.008, t=0.137, p=0.891), suggesting that students are increasingly able to make career decisions without being significantly affected by societal prejudices This trend highlights a positive shift in social awareness, allowing students greater freedom to pursue their career aspirations unimpeded by stereotypes.
H1g: The perceived importance of Parental obedience will significantly predict the career choices
Analysis indicates that parental obedience does not significantly impact career choices, allowing students greater freedom to pursue careers aligned with their personal interests and passions rather than parental pressure.
H1h: The perceived importance of Religious influence will significantly predict career choices
The analysis indicates that religious influence plays a minimal role in students' career choices, as they prioritize factors like growth opportunities, salary, and work environment over religious values.
Q2:To what extent do the Personal factors (Intrinsic and Extrinsic) predict the career choices?
H2a: The perceived importance of Intrinsic factors will significantly predict career choices
Analysis indicates that intrinsic factors, including personal interests and passion, significantly influence career choices, highlighting their crucial role in shaping students' career decisions.
Students often select careers aligned with their personal interests and passions, leading to greater job satisfaction and fulfillment Engaging in work they love not only enhances their joy and motivation but also helps alleviate fatigue and stress By focusing on internal factors, students can achieve a harmonious balance between their professional and personal lives, sustaining daily motivation.
H2b: The perceived importance of Extrinsic factors will significantly predict career choices
Extrinsic factors, including salary, promotion opportunities, benefits, and working conditions, significantly influence students' career choices This analysis highlights the crucial role these external elements play in shaping career decisions among individuals.
Students are drawn to careers that offer high salaries, clear paths for advancement, and attractive benefits, as these elements enhance their quality of life and foster long-term job commitment and motivation.
The analysis indicates that extrinsic factors, such as salary and promotion opportunities, have a greater influence on students' career choices than intrinsic factors like personal interests and passions While intrinsic factors are important, the findings from Albugamy (2014) support the hypothesis that extrinsic factors are the primary predictors of career decisions among MBA students.
Table 16: Result of Hypothesis testing
National regulations and government policies will significantly predict the career choices
Policies and regulations of educational institutions will significantly predict the career choices
Professional standards will significantly predict the career choices
Cultural norms will significantly predict the career choices
Societal expectations will significantly predict the career choices
H1f: The perceived importance of Social prejudices will significantly predict the career choices
Parental obedience will significantly predict the career choices
Religious influence will significantly predict career choices
Intrinsic factors will significantly predict career choices
Extrinsic factors will significantly predict career choices
Limit of study
A significant limitation of this study is the potential disconnect between educational and organizational policies and the actual career choices of students This misalignment can affect the effectiveness of motivational theories, such as Self-Determination Theory, in understanding these choices It's essential to recognize that students' decisions are influenced not only by intrinsic or extrinsic motivations but also by the availability of career options in their environment Consequently, students may pursue career paths that do not align with their personal or professional aspirations, often opting for what is available among limited alternatives This introduces a variable that complicates the direct application of motivational models, as external factors beyond the individual's control can shape the decision-making process.
This study's reliance on the author's personal opinions may introduce subjective bias into the analysis, potentially skewing the interpretation of data and outcomes While these insights can enhance the discussion of motivational theories, they highlight the importance of recognizing potential biases Future research should incorporate a diverse range of perspectives and methodologies to ensure a balanced exploration of the factors influencing career choices.
CONCLUSIONS AND PROPOSALS
This study examines the intricate relationship between institutional and individual factors affecting the career choices of business and economics students in Hanoi It reveals that while national regulations and institutional policies are significant, individual motivations—both internal and external—have a more substantial impact Students tend to prioritize careers that resonate with their personal interests and passions, as well as extrinsic rewards like salary and job stability This trend indicates a shift towards a more personalized approach to career decision-making, driven by personal satisfaction and financial considerations.
Based on the findings, the following recommendations are proposed by the author:
To enhance career decision-making, educational institutions must implement robust career guidance programs that combine institutional resources with individual aspirations These programs should offer personalized counseling, career mapping tools, and opportunities for mentorship from industry professionals, ensuring students receive comprehensive support in navigating their career paths.
To enhance student career prospects, institutions must revise their policies to be more flexible and supportive This involves updating curricula and assessment methods to align with student interests and the evolving job market Additionally, policies should be adaptable to include emerging fields of study and career paths, ensuring that education remains relevant and forward-thinking.
Promoting personal development in educational programs is essential for fostering student confidence in their career choices This can be achieved by offering workshops, internships, and hands-on experiences that equip students for real-world challenges Furthermore, integrating programs that emphasize soft skills such as leadership, communication, and critical thinking into the curriculum enhances overall student preparedness.
Continuous research and monitoring of career trends and student interests are essential for institutions to remain relevant and responsive to evolving student needs Regular feedback from students, alumni, and employers is crucial for evaluating the effectiveness of educational programs and career guidance services.
To improve alignment between education and employment, educational institutions must strengthen partnerships with industry leaders These collaborations provide students with practical insights and create direct pathways to their careers, effectively bridging the gap between academic programs and current market demands.
To foster a more inclusive and equitable environment, schools must implement diversity and inclusion initiatives that address the specific needs and barriers faced by underrepresented groups in the workforce Key strategies include offering scholarships, establishing targeted mentorship programs, and providing diversity training These efforts aim to create supportive pathways for all students, enhancing their opportunities for success.
Abbott, A (1988) The system of professions: An essay on the division of expert labor University of Chicago Press
Acar, A (2014) Do intrinsic and extrinsic motivation factors differ for generation X and generation Y? International Journal of Business and Social Science, 5(5), 12-20
Ahmed, A., Sharif, N and Ahmad, N (2017), "Factors influencing students' career choices: empirical evidence from business students", Journal of Southeast Asian Research, Vol
Alberto, Giubilini., Udo, Schuklenk., Francesca, Minerva., Julian, Savulescu (2023) Conscientious commitment, professional obligations and abortion provision after the reversal of Roe v Wade Journal of Medical Ethics
Albugamy, R T (2014) Institutional and personal influences on career choice: A study on
MBA students in Saudi Arabia [Thesis] Brunel University London
Bandura, A (1977) Self-efficacy: Toward a unifying theory of behavioral change Psychological Review, 84(2), 191-215
Thế hệ Gen Z, những người sinh từ giữa thập niên 1990 đến đầu 2010, có những đặc điểm tâm lý nổi bật, bao gồm sự nhạy bén với công nghệ, khả năng thích ứng nhanh với thay đổi và ý thức xã hội cao Họ thường thể hiện sự sáng tạo, độc lập và mong muốn có tiếng nói trong các vấn đề xã hội Gen Z cũng có xu hướng ưu tiên sức khỏe tinh thần và sự cân bằng giữa công việc và cuộc sống cá nhân Sự kết nối qua mạng xã hội là một phần quan trọng trong cuộc sống của họ, giúp họ xây dựng cộng đồng và chia sẻ quan điểm Những đặc điểm này ảnh hưởng đến cách họ học tập, làm việc và tương tác với thế giới xung quanh.
Baron, R (1983) Behavior in organizations Boston: Allyn & Bacon Inc
Baumrind, D (1991) The influence of parenting style on adolescent competence and substance use The Journal of Early Adolescence, 11(1), 56-95
Betz, N E., & Fitzgerald, L F (1987) The career psychology of women Academic Press
Betz, N E., & Hackett, G (1981) The relationship of career-related self-efficacy expectations to perceived career options in college women and men Journal of Counseling Psychology, 28(5), 399-410
Blustein, D L (2006) The psychology of working: A new perspective for career development, counseling, and public policy Routledge
Boumans, N., de Jong, A., and Janssen, S (2011) explore how age affects work motivation and job satisfaction in their study published in The International Journal of Aging and Human Development Their research highlights the significant influence of age on the relationship between various work characteristics and employee outcomes, revealing that different age groups experience and respond to workplace dynamics uniquely The findings suggest that understanding these age-related differences is crucial for enhancing worker satisfaction and motivation across diverse age demographics.
British Council (2020) Nghiên cứu về thế hệ trẻ Việt Nam https://www.britishcouncil.vn/sites/default/files/nghien-cuu-the-he-tre-viet-nam.pdf
Brown, S D., & Lent, R W (Eds.) (2016) Career development and counseling: Putting theory and research to work (3rd ed.) Wiley
Carr-Saunders, A M., & Wilson, P A (1933) The professions Clarendon Press
Clark, T (2007) The relationship between job satisfaction and turnover in large insurance companies: A survey analysis PhD dissertation: Capella University
Clegg, C Hardy & W Nord (Eds.), Handbook of organization studies (pp 175-190)
Chao, R K., & Tseng, V (2002) Parenting of Asians In M H Bornstein (Ed.), Handbook of parenting: Social conditions and applied parenting (2nd ed., Vol 4, pp 59-93) Mahwah, NJ: Lawrence Erlbaum Associates
Charles, D, Shaw (2007) Which way to organizational excellence? Not this way; ask a professional Journal of the Royal Society of Medicine
Chen, C (2014) Nonprofit managers’ motivational styles: A view beyond the intrinsic-
Chreim, S., Williams, B E., & Hinings, C R (2007) Interlevel influences on the reconstruction of professional role identity Academy of Management Journal, 50(6), 1515-
Christine, A., Klein., Ling-Yee, Huang (2008) Cultural Norms as a Source of Law: The Example of Bottled Water Social Science Research Network
Dasgupta, P (2013) Volatility of workload on employee performance and significance of motivation: IT sector Science Journal of Business and Management, 1(1), 1-7
Deci, E L., & Ryan, R M (2000) The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior Psychological Inquiry, 11(4), 227-268
DeSimone, R., Werner, J and Harris, D (2002), Human resource development, 3rd ed., Orlando: Harcourt College Publishers
Dik, B J., & Duffy, R D (2009) Calling and vocation at work: Definitions and prospects for research and practice The Counseling Psychologist, 37(3), 424-450
DiMaggio, P J., & Powell, W W (1983) The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields American Sociological Review, 48(2), 147-160
Duberley, J., Mallon, M., & Cohen, L (2006) Exploring career transitions: accounting for structure and agency Personnel Review, 35(3), 281-296
Duffy, R D., & Blustein, D L (2005) The relationship between spirituality, religiousness, and career adaptability Journal of Vocational Behavior, 67(3), 429-440
Duffy, R D., & Dik, B J (2013) Research on calling: What have we learned and where are we going? Journal of Vocational Behavior, 83(3), 428-436
Giáo dục phổ thông tại Việt Nam đang đối mặt với nhiều thách thức, yêu cầu sự đổi mới và thay đổi để phù hợp với nhu cầu xã hội hiện đại Theo Đắc Quang (2023), những định kiến xã hội đang cản trở học sinh trong việc lựa chọn ngành nghề phù hợp với khả năng và sở thích của bản thân Việc nhận thức và thay đổi những quan niệm sai lầm này là cần thiết để học sinh có thể phát triển toàn diện và tìm được hướng đi đúng đắn trong sự nghiệp tương lai.
Edward, James, Sinaga (2022) Implementation of Regulatory Policy in Government Agency Jurnal Ilmiah Kebijakan Hukum
Erik, Malmqvist., Kristin, Zeiler (2010) Cultural Norms, the Phenomenology of Incorporation, and the Experience of Having a Child Born with Ambiguous Sex Social Theory and Practice
Evetts, J (2003) The sociological analysis of professionalism: Occupational change in the modern world International sociology, 18(2), 395-415 extrinsic dichotomy Nonprofit and Voluntary Sector Quarterly, 43(4), 737-757
Falk, A., Huffman, D., & Sunde, U (2006) Self-confidence and search IZA Discussion Paper No 2525
Fouad and Kantamneni (2013) explore the significant impact of race and ethnicity on career choices, development, and adjustment in their contribution to "Career Development and Counseling." They emphasize how cultural backgrounds shape individuals' career paths and influence their professional growth and adaptation The authors highlight the necessity of understanding these factors to enhance career counseling practices and support diverse populations effectively Their findings underscore the importance of integrating race and ethnicity considerations into career development theories and interventions.
Freidson, E (2001) Professionalism, the third logic: On the practice of knowledge University of Chicago press
Gagne, M., & Deci, E (2005) Self-determination theory and work motivation Journal of Organizational Behavior, 26(4), 331-362
Gagne, M., & Deci, E (2005) Self-determination.theory and work.motivation Journal of Organizational Behavior, 26(4), 331-362
Gagné, M., & Deci, E L (2005) Self-determination theory.and work motivation Journal of Organizational Behavior, 26(4), 331-362
Gaysu, R., Arvind (2007) Culture, Cognition, and Pedagogy: Evolving A Discourse of Possibility
Gecikli, F (2002), "The role of individual career planning and enhancement image", Istanbul Universitesi Iletisim Fakultesi Dergisi, Vol 15, pp 337-354
Gokuladas, V.K (2010), "Technical and non-technical education and the employability of engineering graduates: an Indian case study", International Journal of Training and Development, Vol 14 No 2, pp 130-143
Goode, W J (1957) Community within a community: The professions American sociological review, 22(2), 194-200
Goodrick, E., & Reay, T (2010) Florence Nightingale endures: Legitimizing a new professional role identity Journal of Management Studies, 47(1), 55-84
Gottfredson, L S (1981) Circumscription and compromise: A developmental theory of occupational aspirations Journal of Counseling Psychology, 28(6), 545-579
Greenwood, E (1957) Attributes of a profession Social work, 2(3), 45-55
Greenhalgh, L., & Rosenblatt, Z (1984) Job insecurity: Toward conceptual clarity Academy of Management Review, 9(3), 438-448
Gunz, H., Mayrhofer, W., & Tolbert, P (2011) Introduction to the special issue on "Careers in context" Journal of Management Studies, 48(4), 264-270
Gianluca, Grimalda (2001) A survey on the nature, reasons for compliance and emergence of social norms Research Papers in Economics
Hackett, G (1995) Self-efficacy in career choice and development In A Bandura (Ed.), Self-efficacy in changing societies (pp 232-258) Cambridge University Press
Hackett, G., & Betz, N E (1981) A self-efficacy approach to the career development of women Journal of Vocational Behavior, 18(3), 326-339
Hartung, P.J (1995), Assessing career certainty and choice status, ERIC Digest
Henseler, J., Ringle, C M., & Sarstedt, M (2015) A New Criterion for Assessing Discriminant Validity in Variance-Based Structural Equation Modeling Journal of the Academy of Marketing Science, 43, 115-135
Hofstede, G (1980) Culture's consequences: International differences in work-related values Sage
Hofstede, G., Hofstede, G., & Minkov, M (2010) Culture and organizations: Software of the mind New York: McGraw-Hill
Holland, J L (1997) Making vocational choices: A theory of vocational personalities and work environments (3rd ed.) Psychological Assessment Resources
Horton, P., & Rydstrứm, H (2011) Heterosexual masculinity in contemporary Vietnam: Privileges, pleasures, and protests Men and Masculinities, 14(5), 542-564
Huy, Q N (2001) In praise of middle managers Harvard business review, 79(8), 72-79,
Inkson, K., & King, Z (2011) Contested terrain in careers: a psychological contract model Human Relations, 64(1), 37-57
Jehanzeb, K., Rasheed, M., Rasheed, A., & Aamir, A (2012) Impacts of rewards and motivation on job satisfaction in banking sector of Saudi Arabia International Journal of Business and Social Science, 3(21), 272-278
Judge, T A., & Kammeyer-Mueller, J D (2012) Job attitudes Annual Review of Psychology, 63, 341-367
Judge, T., & Bretz, R (1992) Effects of work values on job choice decisions Journal of Applied Psychology, 77(3), 261-271
Jurgensen, C (1978) Job preference (what makes a job good or bad?) Journal of Applied Psychology, 63(3), 267-276
Karl, K., & Sutton, C (1998) Job values in today's workforce: A comparison of public and private sector employees Public Personnel Management, 27(4), 515-527
Kolawole, J.A., Osundina, K.S., James, O.O and Abolaji, J.A (2012), "Influence use and demographic characteristics on career choice of adolescent students in vigena, International Journal of Information.Technology and Business Management, Vol 40 No 1,pp 47-54
Khusboo Srivastava (2022) Determinants Driving the Student’s Decision Making to Opt Institution for Higher Education in India: An Exploratory Factor Analysis Journal of Higher Education Theory and Practice Vol 22(13)
Lam, A (2019) Examining the nexus of professional, organizational and individual factors in doctoral education: A multi-level analysis Studies in Higher Education, 44(8), 1406-
Larson, M S (1977) The rise of professionalism: A sociological analysis (Vol 233) Univ of California Press
Lent, R W., Brown, S D., & Hackett, G (1994) Toward a unifying social cognitive theory of career and academic interest, choice, and performance Journal of Vocational Behavior, 45(1), 79-122
Lent, R W., Brown, S D., & Hackett, G (2000) Contextual supports and barriers to career choice: A social cognitive analysis Journal of Counseling Psychology, 47(1), 36-49
Liaw, SY, Wu, LT, Lopez, V., Chow, YL, Lim, S., Holroyd, E and Wang, W (2017),
"Development and psychometric testing of an instrument to compare career choice influences and perceptions of nursing among healthcare students", BMC Medical Education, Vol 17 No 1, pp 72-81
Locke, E A., & Latham, G P (1990) A theory of goal setting & task performance Prentice- Hall, Inc
London, J D (2011) Education in Vietnam: Historical roots, recent trends In J D London (Ed.), Education in Vietnam (pp 1-56) Institute of Southeast Asian Studies
Maina, B.N (2013), Factors influencing career choice among undergraduate students in public universities in Kenya A case of compassion for international sponsored students, Unpublished master thesis, Kenya: University of Nairobi
Maslow, A H (1943) A theory of human motivation Psychological review, 50(4), 370
Megan, Yin, Yin, Goh., Hasmida, Jamaluddin (2021) Influencers of University Students’ Career Decision 1(1):28-44 doi: 10.33093/IPBSS.2021.1.4
Meyer, J W., & Rowan, B (1977) Institutionalized organizations: Formal structure as myth and ceremony American Journal of Sociology, 83(2), 340-363
Mhd., Lutfi, AR., Yuliandri, Yuliandri., Yuslim, Yuslim., Azmi, Fendri (2022) Policy regulation test according to government administration regulations International Journal of Health Sciences (IJHS)
Milkovich, G T., & Newman, J M (2008) Compensation McGraw-Hill
Millerson, G (1964) The qualifying associations: A study in professionalization Routledge
Morgeson, F., & Humphrey, S (2006) The work.design questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job.design and the nature of work Journal of Applied Psychology, 91(6), 1321-1339
Nick, A, Malyshev (2015) The Achievements of Regulatory Policy Social Science Research Network
North, D C (1990) Institutions, institutional change and economic performance Cambridge University Press
Ng, E., Burke, R., & Fiksenbaum, L (2008) Career choice in management: Findings from
US MBA students Career Development International, 13(4), 346-361
Nguyen (2015) The influences of traditional beliefs on Vietnamese college students' career choice Journal of Career Development, 40(6), 475-493
Nguyen, C T., & Nguyen, H T (2018) Cultural differences in Vietnam: Findings from GLOBE research Asian Journal of Business and Accounting, 11(2), 1-30
Nguyen, H T., & Pham, T H (2016) The impact of cultural differences on merger and acquisition activities International Business Research, 9(5), 100-110
Nguyen, P M., Terlouw, C., & Pilot, A (2006) Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage.Culture context Intercultural Education, 17(1), 1-19
Nguyen, P M., Terlouw, C., & Pilot, A (2006) Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context Intercultural Education, 17(1), 1-19
Nguyễn, N., & Vũ, T (2015) Higher Education Reform in Vietnam: Current Situation, Challenges and Solutions VNU Journal Of Science: Social Sciences And Humanities, 31(4)
Nguyễn và Dương (2022) đã thực hiện một nghiên cứu đánh giá các yếu tố ảnh hưởng đến lựa chọn nghề nghiệp của sinh viên mới tốt nghiệp, tập trung vào sinh viên chuyên ngành kinh doanh và kinh tế Nghiên cứu được công bố trên Tạp chí Kinh tế và Quản lý Quốc tế, số 22, trang 78-99.
Patton, W., & McMahon, M (2014) Career development and systems theory: Connecting theory and practice (3rd ed.) Sense Publishers
Pepa, Ambrosio-Albala., Paul, Upham., William, F., Gale (2023) Normative expectations of government as a policy actor: the case of UK steel industry decarbonisation International Journal of Sustainable Energy
Price, A (1997) Human resource management in a business context London: International Thompson Business Press
Pham, L (2013) A review of key paradigms: Positivism, interpretivism and critical theory University of Adelaide
Pham, L H., & Fry, G W (2004) Education and economic, political, and social change in Vietnam Educational Research for Policy and Practice, 3(3), 199-222
R., Lee, Lyman (2004) A History of Normative Theory in Americanist Archaeology Journal of Archaeological Method and Theory
Ralston, D A., Nguyen, V T., & Napier, N K (1999) A comparative study of the work values of North and South Vietnamese managers Journal of International Business Studies, 30(4), 655-672
Ralston, D A., Thang, N V., & Napier, N K (1999) A comparative study of the work values of North and South Vietnamese managers Journal of International Business Studies, 30(4), 655-672
Richard, T., Santee., Jay, W., Jackson (1977) Cultural Values as a Source of Normative Sanctions Sociological Perspectives
Roszko, E (2010) Commemoration and the state: Memory and legitimacy in Vietnam Sojourn: Journal of Social Issues in Southeast Asia, 25(1), 1-28
Ryan, R., & Deci, E (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary Educational Psychology, 25(1), 54-67
Rynes, S., Gerhart, B., & Minette, K (2009) The Importance of pay in employee motivation: Discrepancies between.what people say and what they do Human Resource Management, 43(4), 381-394
Scott, W R (2014) Institutions and organizations: Ideas, interests, and identities (4th ed.) Sage Publications
Sisodia, S., & Das, I (2013) Effect of job autonomy upon organizational commitment of employees at different hierarchical level Psychological Thought, 6(2), 241-251
Stumpf and Dawley (1981) explored the relationship between absenteeism and performance indices in predicting both voluntary and involuntary employee turnover, highlighting the significance of these metrics in workforce stability Tolbert and Zucker (1996) examined the process of institutionalization within institutional theory, emphasizing its impact on organizational practices Additionally, Turban and Greening (1997) investigated how corporate social performance influences an organization's attractiveness to potential employees, suggesting that a strong social responsibility can enhance recruitment efforts.
Thang, L C., Rowley, C., Quang, T., & Warner, M (2007) To what extent can management practices be transferred between countries?: The case of human resource management in Vietnam Journal of world business, 42(1), 113-127
Vallerand, R., & Ratelle, C (2004) Intrinsic and extrinsic motivation: A hierarchical model In E Deci & R Ryan (Eds.), Handbook of self-determination research (pp 37-63) Rochester, NY: University of Rochester Press
Van Harrison, R (1985) The person-environment.fit model and the study of job stress In
T Beehr & R Bhagat (Eds.), Human.stress and cognition in organizations (pp 23-55) New York: John Wiley & Sons
Vu, H M., & Tran, T (2019) Microfinance and women's empowerment in Vietnam Development in Practice, 29(8), 1065-1077
Wrzesniewski, A., McCauley, C., Rozin, P., & Schwartz, B (1997) Jobs, careers, and callings: People's relations to their work Journal of research in personality, 31(1), 21-33
Shintaro, Yamaguchi (2015) Effects of Parental Leave Policies on Female Career and Fertility Choices Social Science Research Network
Goran, Puaca (2013) Educational choices of the future : a sociological inquiry into micro- politics in education
Please state your gender Male Female
Please state your academic institutions
Please state your year of study First year
Fifth Year (if applicable) Graduate Student
Please state your major ● Business Economic
Please state your working experiences No working experience
From 1 to 3 months From 1 to 2 years From 2 to 3 years
Please rate the following items on how important they are to you when choosing career (check one)
I- How do national regulations and government policies influence your career decisions?
I think that the government regulations will increase my chances of employability
I think that the government regulations will widen my career choices
62 of help has helped managers in finding jobs
I think that the government regulations will limit my career options
II- How do the regulations and policies of the educational institution you studied affect your career decisions?
1 I take guidance from my school teachers before landing to my career decision
2.I prefer the career counseling by experts for my crafting my career path
3.Scholarship or discount by institution affirms my admission decision
4.Academic support system Like smart classrooms, Library,
III- How have professional standards influenced your career decisions?
1 Professional standards and expectations in my desired field of work are clearly defined
2 The certification, licensing or accreditation requirements for my preferred occupation are appropriate to my abilities and qualifications
3 The reputation and prestige associated with my desired career motivate me to pursue it
4 I can gain the skills, knowledge and competencies needed for my preferred career path
5 I am limited from pursuing many careers because of the special requirements for those careers
IV- How have cultural norms influenced your career decisions?
1 Cultural values and traditions in Vietnamese society guide my study and career choices
2 Behavioral expectations and social norms influence how I interact in professional settings
3 Cultural stories and stereotypes common in
Vietnamese society influence my aspirations and self-image
4 Assumptions and mindsets about gender roles and responsibilities in Vietnam shape my educational and career decisions
5 Community traditions and customs in Hanoi impact my perception of a suitable or desired career path
V- How have societal expectations influenced your career decisions?
1 Family and community expectations greatly influence the path I choose to pursue
2 The opinions and judgments of my peers in Hanoi impact the options I consider for my future
3 The economic and social benefits of several career paths in Vietnam drive my educational and career choices
4 I feel social pressure to follow certain career paths that are considered prestigious or
VI- How have social prejudices influenced your career decisions?
1 I believe that there are some careers that are more suitable for men or women
2 I am driven by the classification of "high-paying" and "low-paying" and
3 I look at the negative points of the profession to decide not to choose that profession
4 I have personality stereotypes such as introversion tha influence my career choice
VII- How has obedience to your parents influenced your career decisions?
1 I feel a strong obligation to meet my parents' wishes and expectations regarding my
2 The advice and guidance of my family members significantly shapes my decisions about the future
3 I hesitate to pursue choices that might disappoint my parents
4 My family's financial support and approval are important factors in determining the feasibility of my educational and career plans
5 I often prioritize my parents' wishes for me over my personal goals and interests
VIII - How has religion influenced your career decisions?
My religion plays an important role in my daily personal decisions
My daily work decisions would be influenced by my religious ethics
My religious principles play an important role in my career choices
I will not consider working in an organisation whose practices and activities go against my religious principles
I will not consider any job role which conflicts with my religious belief
Please rate the following items on how important they are to you when choosing career (check one):
The importance of personal factors in career decisions
Benefits (health insurance, car, housing, bonus etc.)
Work conditions (work environment & working hours)
Opportunity for personal growth and development
How do you feel about your career choice?
1 I have complete freedom to choose my career
2 I carefully consider my career choice before accepting a job
3 In my opinion, choosing a career is one of the most important decisions
4 I must understand the job clearly before choosing it
5 I can maintain and develop my current career in the long term
6 I believe that my career will bring better opportunities in the future
7 I intend to work in a profession related to my degree major upon graduation
8 I intend to remain in the career field related to my degree major after graduation
Phụ lục 6 Biên bản giải trình sau bảo vệ
SOCIALIST REPUBLIC OF VIETNAM Independence – Freedom - Happiness
EXPLANATORY REPORT ON CHANGES/ADDITIONS BASED ON THE DECISION OF GRADUATION THESIS COMMITTEE
FOR UNDERGRADUATE PROGRAMS WITH DEGREE AWARDED BY
Student’s full name: Do Thi Anh
Graduation thesis topic: Institutional and Personal Influences on Career Choice: A
Study on students majoring in business and economics in Ha Noi
According to VNU-IS’s decision no …… QĐ/TQT, dated … / … / ……., a Graduation Thesis Committee has been established for Bachelor programs at Vietnam National University, Hanoi The thesis has been successfully defended and revised in the specified sections.
No Change/Addition Suggestions by the Committee Detailed Changes/ Additions Page
1 Clearly explain the research philosophy and approach
The study has added this section to chapter 4 30-31
Detail the methods used for primary and secondary data collection
The study has added this section to chapter 4 31
Discuss the analysis techniques and address issues of validity, reliability, and generalizability
Supplemented in accordance with research at chapter 5 40-50
4 Acknowledge and discuss the limitations of the study
The study has added this section to chapter 5 50
Expand the discussion on how the current findings compare to and contribute to the existing body of knowledge
Some additional studies have been added in the discussion section to make the research more convincing
Address the issues related to high values for certain factors and provide solutions or considerations for future research, improve recommendations
The study has added this section to chapter 6 51
Explore more creative approaches or perspectives in discussing the complex interaction between institutional and individual factors
Theoretical frameworks and previous research articles have been added to further defend my point of view ( chapter 2)
8 Revise the scope of research
The scope has been reviewed and supplemented to be more consistent with the research content
The framework has been revised and several other theoretical frameworks have been included to strengthen the old framework
Update reference in literature and consider the updated questionnaire
The questionnaire was reviewed and relevant documents referenced were edited and reviewed