Motivations and Career Decisions in Occupational Therapy Course: A Qualitative Inquiry of Asia-Pacific International Students in Australia

Abstract

This study aims to understand the motivations of academic voyage and postgraduation career decisions of occupational therapy international students in Australia. The following two research questions guided this study: why do international students choose to study in Australia instead of ones in their own countries? And why do international students choose to study occupational therapy program(s) in Australia instead of ones in their own countries? Patients and Methods: A qualitative design with phenomenology was employed to recruit 20 participants for the data collection procedures, including interview sessions, focus group activity, and member checking interview. The participants were studying one of the accredited occupational therapy programs in Australia as international students. Results: Six themes were yielded. All participants expressed that due to the excellent education, reasonable tuition fees and living standard, and the positive career opportunities, almost all expressed their positive experiences of their Australian voyage as international students and tended to stay in Australia after they gained the registration career development. More importantly, the notions of contribution to Australian communities are captured as many considered Australia as an important place in their lives. Conclusion: University leaders may wish to take action in upgrading their international students' services, particularly career development services. Government agencies may take this study as a blueprint for upgrading the current regulations for international students, particularly in establishing a targeted immigration visa for recent graduates who want to establish their own businesses or invest in Australia.

The Relationship between Workforce Sustainability, Stress, and Career Decision: A Study of Kindergarten Teachers during the COVID-19 Pandemic

“…In short, in line with social cognitive career and motivation theory [14][15][16], the personal considerations of family and health were important to these groups of former kindergarten teachers. With a reflection from a previous study [25], health considerations can be significantly linked to individuals' career decisions.…”

“…Social cognitive career and motivation theory [14][15][16] was employed as the theoretical framework to explore and understand the relationship between stress and the career decisions of kindergarten teachers in the United States, based on the guidelines from the social cognitive career theory [16] and self-efficacy approach [17]. The social cognitive career and motivation theory was appropriate for understanding the internal and external factors which may influence an individual's motivations and decision-making process.…”

“…First, the psychological and internal factors involved with self-efficacy impact the (1) academic interests, (2) personal considerations, and (3) achievements of education and career goals. Second, the social external factors impact the (1) interests in career development, (2) financial considerations, and (3) surrounding environments and individuals [14][15][16]. Figure 1 outlines the social cognitive career and motivation theory.…”

“…The social cognitive career and motivation theory was useful because it may direct social science researchers and scholars about the internal and external factors impacting individuals' behaviors and intentions, in this case, their career decision during the COVID-19 pandemic. As for the relationships between stress, burnout, technology-related issues, and career decision, based on the social cognitive career and motivation theory [14][15][16], the researcher was able to understand how these elements positively or negatively impacted the career development, career motivation, and career decisions of these groups of participants. Therefore, the application of this theoretical framework was appropriate to answer the research questions.…”

“…As a result, the researcher employed the qualitative research method with multiple interview sessions, focus group activities, and member checking interview sessions from 60 former kindergarten teachers in the United States for the investigation. Based on social cognitive career and motivation theory [14][15][16], two research questions guided this study:…”