On the Influence of Career Choice Decisions of High School Students: An Exploratory Study Roser Farrús, La Vall School, Spain Rejina Mary Selvam, Assistant Professor Faculty of Communication Sciences, UIC, Spain Tom Hill, Deputy Head of Bedford Girls’ School, UK

A multitude of factors affect career choices of high school students. Discerning these factors may facilitate parents, educators, and industry to know where students place most of their trust and what criteria influence the career selection process. The current study was concerned mainly on the impact of technical studies offered in the school on the selection of engineering studies. It would help students to examine the processes they use along with their programme choices at high school for career selection. An exploratory study was conducted using a data collected from seniors at La Vall high school, using survery form and school records for a period of 10 years. This study attempted to identify to what extent Math level and Robotics programme played a role in career choice and which were most important for choosing engineering studies. Specific objectives of the study were the following: 1) The association between math level and robotics programme on engineering career choice. 2) Demonstration of how influential robotics programme is to choose engineering studies as career choice from pre and post robotics programme introduction in the school.

Our findings suggest the following significances of the study:

Bedford Girls School, a CASE STUDY

1) The percentage of engineering as career choice has incremented drastically post robotics programme offered at the school. 2) Students learning interest of robotics programme influence positively on engineering career choice inspite of math level. 3) The study analyse the collected information and identify existing trends in the career choice of engineering studies. 4) Finally, the current exploratory study provides suggestions and explore implications and recommendations for future researchers and practitioners of institutions.

Abstract: When considering the challenge of preparing young women for the challenge of the 21st Century workplace, how can we ensure they are ready to make a difference? A connected approach to strategic whole school development planning has provided opportunities for the learning community at Bedford Girls School to think beyond the confines of qualifications and seek to develop truly dynamic learners ready for what the future has in hold for them. Focusing on the three main categories of curriculum, people and environment has provided a common purpose and has thrust the design process evident across the Art and Technology faculty to the forefront of teaching and learning across the school.

Key questions 1. Is students’ Mathematics level a significant factor in their selection of Engineering as a career choice? 2. Can a single curricular subject influence students’ decision to study Engineering? 3. Do single-sex schools particularly empower female students to choose elective courses in the technological area?

My biography:Thomas Hill is Deputy Head at Bedford Girls School, an IB world school, with key responsibility for curriculum development and delivery. Educating approximately 950 girls from the ages of 7 to 18, Bedford Girls School is a selective independent day school and is a member of the GSA. Tom has previously worked as Head of Sixth Form at Lincoln Minster School, and has also worked as a Head of English at Jumeirah English Speaking School in Dubai and in the same role at Aldenham School, a boys boarding school in North London. Born in Brazil, having lived an ex-pat life across South America, Tom has a truly international outlook and has delivered significant curriculum change in the variety of schools he has worked in.