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Building Careers: Key Influences on Career Aspirations in a Danish Problem-Based Learning Setting

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Title: Building Careers: Key Influences on Career Aspirations in a Danish Problem-Based Learning Setting
Language: English
Authors: Anna Overgaard Markman (ORCID 0009-0002-5183-7241), Juebei Chen (ORCID 0000-0003-1056-2157), Bente Nørgaard, Xiangyun Du (ORCID 0000-0001-9527-6795)
Source: Journal of Career Development. 2025 52(4):487-504.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Occupational Aspiration, Problem Based Learning, Career Development, Engineering, Education Work Relationship, Employment Opportunities, Career Exploration, Graduate Students, Student Attitudes
Geographic Terms: Denmark
DOI: 10.1177/08948453251351584
ISSN: 0894-8453
1556-0856
Abstract: This paper examines supporting elements of senior engineering students' career aspirations within a problem-based learning (PBL) environment in Denmark. Using the systems theory framework of career development, this study investigates both individual and contextual influences of career aspirations. A mixed-method approach was employed, incorporating multiple data sources, including Q methodology, interviews, and written reflections. The analysis identified four key components contributing to students' career aspirations: (1) engagement with real-world problems; (2) successful transition into industry; (3) professional passion; and (4) future job opportunities. The findings reveal that a variety of individual and contextual factors shape students' career aspirations, providing valuable insights into the types of support needed throughout their education. The study highlights the significance of initiatives such as career exploration activities in aiding the development of career aspirations.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475464
Database: ERIC
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  Value: <anid>AN0186128706;[2yf6]01aug.25;2025Jun26.00:54;v2.2.500</anid> <title id="AN0186128706-1">Building Careers: Key Influences on Career Aspirations in a Danish Problem-Based Learning Setting </title> <p>This paper examines supporting elements of senior engineering students' career aspirations within a problem-based learning (PBL) environment in Denmark. Using the systems theory framework of career development, this study investigates both individual and contextual influences of career aspirations. A mixed-method approach was employed, incorporating multiple data sources, including Q methodology, interviews, and written reflections. The analysis identified four key components contributing to students' career aspirations: (<reflink idref="bib1" id="ref1">1</reflink>) engagement with real-world problems; (<reflink idref="bib2" id="ref2">2</reflink>) successful transition into industry; (<reflink idref="bib3" id="ref3">3</reflink>) professional passion; and (<reflink idref="bib4" id="ref4">4</reflink>) future job opportunities. The findings reveal that a variety of individual and contextual factors shape students' career aspirations, providing valuable insights into the types of support needed throughout their education. The study highlights the significance of initiatives such as career exploration activities in aiding the development of career aspirations.</p> <p>Keywords: Q methodology; career aspirations; engineering education</p> <hd id="AN0186128706-2">Introduction</hd> <p>Recent scholarly efforts in the field of career development have focused on understanding the factors influencing career aspirations among adolescents ([<reflink idref="bib17" id="ref5">17</reflink>]; [<reflink idref="bib38" id="ref6">38</reflink>]). While other concepts such as career readiness, career maturity, and career preparedness emphasize the practical skills and competencies necessary to navigate career transitions and changes ([<reflink idref="bib34" id="ref7">34</reflink>]; [<reflink idref="bib48" id="ref8">48</reflink>]), the term "career aspirations" includes the attitudes, ambitions, and dedications individuals hold toward their future career ([<reflink idref="bib33" id="ref9">33</reflink>]). Developing career aspirations is crucial for students, as it aids in clarifying career goals and identifying learning and work experiences necessary to move toward those goals ([<reflink idref="bib15" id="ref10">15</reflink>]). Individuals with strong career aspirations typically focus on enhancing their professional skills, improving their competencies, and advancing within organizational hierarchies ([<reflink idref="bib17" id="ref11">17</reflink>]). Students' career aspirations often evolve due to various influences encountered during their time in higher education (HE), a period marked by frequent questioning and decision-making regarding career paths ([<reflink idref="bib43" id="ref12">43</reflink>]). This is particularly pronounced among engineering students, who must navigate a dynamic landscape of technological advancement and organizational change. Engineering students' preparation for professional life requires a comprehensive approach that extends beyond technological competencies alone ([<reflink idref="bib26" id="ref13">26</reflink>]). As a result, the implementation of active learning practices is increasingly prominent in HE globally ([<reflink idref="bib19" id="ref14">19</reflink>]) such as problem- and project-based learning (PBL), that offers opportunities to tackle real-world problems.</p> <p>In groups, students identify the initial problem as a key component of PBL. Through the problem analysis, they explore and conceptualize its true nature, leading to the formulation of a problem statement. This statement clearly defines the research question, guiding the research process ([<reflink idref="bib21" id="ref15">21</reflink>]). PBL is based on the principle that learning occurs through cognitive and social interactions in problem-centered environments, where students take an active role as partner in their own learning ([<reflink idref="bib7" id="ref16">7</reflink>]). The teacher serves as a guide or facilitator of learning, a role that differs significantly from traditional classroom settings ([<reflink idref="bib6" id="ref17">6</reflink>]). PBL has been highlighted as one of the pedagogical approaches fostering generic skills and competences that are transferable between various contexts ([<reflink idref="bib10" id="ref18">10</reflink>]). Therefore, PBL is widely adopted in engineering education due to its effectiveness in enhancing engineering students' professional competencies ([<reflink idref="bib14" id="ref19">14</reflink>]).</p> <p>Previous studies have demonstrated that PBL and problem-solving skills are strong predictors of employability ([<reflink idref="bib30" id="ref20">30</reflink>]). Research also suggests that PBL can enhance students' interest in STEM career and shape their career aspirations ([<reflink idref="bib9" id="ref21">9</reflink>]; [<reflink idref="bib28" id="ref22">28</reflink>]). However, while much of the existing literature focuses on evaluating PBL courses, the research on its specific impact on senior students' career aspirations remains limited. Our recent study on first-year students' career orientation ([<reflink idref="bib36" id="ref23">36</reflink>]) revealed that these students exhibit a goal-oriented mindset, shaped by their values and self-concept in their individual career pursuits. Moreover, we observed significant variations in students' career strategies, aspirations, and goals, and this variation is likely to persists or intensify in later years. These findings highlight the need for further research on how PBL environments influence the career aspirations of senior engineering students, as they actively prepare for internships and job applications, where active learning initiatives and internships make a difference in this transition ([<reflink idref="bib42" id="ref24">42</reflink>]). The current study is guided by the following research question: What are the supporting elements of senior engineering students' development of career aspirations in a PBL environment? Findings are significant for policymakers, educational researchers, and educators, as they can inform the development of appropriate curricula that promote students' social identity development and foster their career aspirations ([<reflink idref="bib15" id="ref25">15</reflink>]).</p> <hd id="AN0186128706-3">Elements Influencing Career Aspirations</hd> <p>Career research has tended to focus on specific discrete concepts relevant to individual career behaviors ([<reflink idref="bib40" id="ref26">40</reflink>]). The systems theory framework of career development ([<reflink idref="bib37" id="ref27">37</reflink>]; [<reflink idref="bib41" id="ref28">41</reflink>]) was an attempt to modernize career development theory by developing a meta-theoretical framework and was simultaneously intended as a guide to redefine career counseling practice. It presents career development as a complex web of dynamic, adaptive, and recursive relationships between individual, contextual, and social influences that change over time (ibid.). In this study, we adopt this framework to conceptualize the elements influencing career aspirations.</p> <hd id="AN0186128706-4">Individual System</hd> <p>[<reflink idref="bib37" id="ref29">37</reflink>] theory places the individual system at the center of career development, highlighting how a variety of intrapersonal influences (physical, cognitive, and psychological) shape an individual's career path. These influences are unique to each person, reflecting their personal experiences, personality, and worldview. Career aspirations are guided not only by an individual's core values and interests but also their personality traits, which influences how they perceive themselves in relation to their future careers ([<reflink idref="bib54" id="ref30">54</reflink>]). From an early age, individuals actively seek vocations that align with their self-image, reflecting their personal efforts to shape and refine their career aspirations ([<reflink idref="bib13" id="ref31">13</reflink>]). A key factor in this developmental process is self-efficacy; the belief in one's own abilities, knowledge, and potential, which significantly impacts an individual's willingness to explore career options, persist through challenges, and pursue long-term career goals ([<reflink idref="bib31" id="ref32">31</reflink>]; [<reflink idref="bib49" id="ref33">49</reflink>]). However, despite their aspirations, many adolescents anticipate pursuing career paths that deviate from their ideal choices due to various barriers such as academic challenges or lack of self-regulatory skills needed to remain focused on specific goals ([<reflink idref="bib39" id="ref34">39</reflink>]).</p> <p>An individual's mindset plays a crucial role in shaping career aspirations. Those with a growth mindset, the belief that intelligence, skills, and abilities can be developed through effort and perseverance, tend to embrace challenges as opportunities for growth ([<reflink idref="bib11" id="ref35">11</reflink>]). This mindset not only fosters resilience but also enhances an individual's capacity to adapt, overcome obstacles, and pursue career goals despite initial setbacks ([<reflink idref="bib53" id="ref36">53</reflink>]). Motivational factors such as enjoyment and instrumental value remain important predictors of career aspirations ([<reflink idref="bib1" id="ref37">1</reflink>]). Intrinsic motivation, characterized by enjoyment, curiosity, and an internal drive for achievement, often leads individuals to pursue careers that align with their passions and interests. However, intrinsic motivation does not always align with career aspirations, as some individuals may have a high level of intrinsic motivation but low career aspirations ([<reflink idref="bib47" id="ref38">47</reflink>]).</p> <hd id="AN0186128706-5">Contextual System</hd> <p>Students' career aspirations are influenced by various contextual factors, including demographics, socioeconomic status, and parental occupations and expectations ([<reflink idref="bib23" id="ref39">23</reflink>]; [<reflink idref="bib44" id="ref40">44</reflink>]). [<reflink idref="bib2" id="ref41">2</reflink>] found that students whose parents had higher educational attainment reported higher career aspirations compared to those with less educated parents. Additionally, female students often expressed higher career aspirations than their male peers. Providing accurate academic information and support is essential to counteract misconceptions and fill knowledge gaps that parents or guardians might not address ([<reflink idref="bib20" id="ref42">20</reflink>]). At the same time, however, it is important to consider the timing of career guidance, as it can be implemented too early, before students begin to think seriously about their futures ([<reflink idref="bib8" id="ref43">8</reflink>]).</p> <p>The learning environment also plays a significant role in shaping career aspirations. [<reflink idref="bib3" id="ref44">3</reflink>] highlighted that admission criteria sometimes force students into HE programs which are not their first choice, which subsequently impacts their aspirations. On the other hand, positive personal experiences with science, technology, engineering, and mathematics (STEM) have been found to influence students' career aspirations, while authentic project experiences strengthen both their career aspirations and their perceptions of their own STEM skills ([<reflink idref="bib9" id="ref45">9</reflink>]; [<reflink idref="bib29" id="ref46">29</reflink>]; [<reflink idref="bib46" id="ref47">46</reflink>]). Interactive activities can enrich the educational experience for engineering students, as can ensuring consistent access to resources ([<reflink idref="bib46" id="ref48">46</reflink>]). Working on real-world problems provides valuable insight into the fields of natural sciences and engineering ([<reflink idref="bib9" id="ref49">9</reflink>]; [<reflink idref="bib46" id="ref50">46</reflink>]).</p> <hd id="AN0186128706-6">Methods</hd> <p>This study uses a mixed-method research approach and includes three sources of data: (<reflink idref="bib1" id="ref51">1</reflink>) a Q methodology procedure; (<reflink idref="bib2" id="ref52">2</reflink>) follow-up interviews; and (<reflink idref="bib3" id="ref53">3</reflink>) written "competence profiles." The study was conducted in English, which is the primary language of the study programs.</p> <hd id="AN0186128706-7">Q Methodology</hd> <p>Q combines qualitative and quantitative approaches empirically examining the shared subjective viewpoints of its participants ([<reflink idref="bib52" id="ref54">52</reflink>]). Q has previously been used in studies of career development, for example, for exploring factors that influence teacher career development ([<reflink idref="bib12" id="ref55">12</reflink>]) and for identifying viewpoints related to belonging, support, challenges, and overall learning experience ([<reflink idref="bib18" id="ref56">18</reflink>]). Unlike Likert scales related to career development (e.g., [<reflink idref="bib25" id="ref57">25</reflink>]) that rely on rating scales to assess predefined constructs, Q captures the subjective perspectives and shared viewpoints among participants ([<reflink idref="bib32" id="ref58">32</reflink>]). Specifically, participants are given a number of statements, which they are asked to rank in a forced-choice grid based on their perceived importance ([<reflink idref="bib52" id="ref59">52</reflink>]). For this study, 56 master's degree students were recruited from two distinct fields within engineering, both emphasizing sustainability and societal needs, respectively, a program on indoor climate and energy consumption in the construction industry and a program on urban, energy, and environmental planning.</p> <p>To create the first data collection instrument, that is, the set of items for the Q sorting procedure (or "Q set"), it is necessary to collect the concourse, which ideally includes everything that can be said about the subject that would be relevant to the study at hand ([<reflink idref="bib32" id="ref60">32</reflink>]). Based on this concourse, the Q set is constructed, tailored to the requirements of the investigation and to the demands of the research question it seeks to address ([<reflink idref="bib52" id="ref61">52</reflink>]). The initial concourse was developed from an extensive literature review of studies on students' career aspirations from a systems thinking perspective ([<reflink idref="bib37" id="ref62">37</reflink>]). Empirical data from a survey and interviews conducted in our previous studies were also used to enrich the concourse ([<reflink idref="bib36" id="ref63">36</reflink>]; [<reflink idref="bib35" id="ref64">35</reflink>]). The resulting set of 34 statements, considered the Q set, was subjected to extensive review by three experienced researchers who are familiar with Q to evaluate that the statements were understandable for the purpose. In this process, four statements were removed, and five statements were added to the Q set, resulting in a final Q set of 35 statements (see Table 1).</p> <p>Table 1. Statements for the Q Study and Factor Analysis Results.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">No.</th><th align="center">Statement</th><th align="left">F. 1 Z-score</th><th align="left">F. 1 rank</th><th align="left">F. 2 Z-score</th><th align="left">F. 2Rank</th><th align="left">F. 3 Z-score</th><th align="left">F. 3 Rank</th><th align="left">F. 4 Z-score</th><th align="left">F. 4 Rank</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="left">Actively participating in projects connected to the local community</td><td align="char" char=".">−0.11</td><td align="char" char=".">19</td><td align="char" char=".">0.59</td><td align="char" char=".">11</td><td align="char" char=".">−0.16</td><td align="char" char=".">23</td><td align="char" char=".">−1.47</td><td align="char" char=".">33</td></tr><tr><td align="left">2</td><td align="left">Having self-belief in developing professional skills throughout my current study</td><td align="char" char=".">0.82</td><td align="char" char=".">10</td><td align="char" char=".">1.88</td><td align="char" char=".">1</td><td align="char" char=".">0.16</td><td align="char" char=".">17</td><td align="char" char=".">0.06</td><td align="char" char=".">18</td></tr><tr><td align="left">3</td><td align="left">Establishing a clear career plan for my study</td><td align="char" char=".">−0.67</td><td align="char" char=".">23</td><td align="char" char=".">0.28</td><td align="char" char=".">15</td><td align="char" char=".">−0.1</td><td align="char" char=".">21</td><td align="char" char=".">0.63</td><td align="char" char=".">10</td></tr><tr><td align="left">4</td><td align="left">Keeping myself updated on information about different job opportunities</td><td align="char" char=".">−0.67</td><td align="char" char=".">24</td><td align="char" char=".">0.83</td><td align="char" char=".">9</td><td align="char" char=".">−0.12</td><td align="char" char=".">22</td><td align="char" char=".">0.46</td><td align="char" char=".">14</td></tr><tr><td align="left">5</td><td align="left">My academic performance and achievements</td><td align="char" char=".">0.35</td><td align="char" char=".">14</td><td align="char" char=".">1.41</td><td align="char" char=".">2</td><td align="char" char=".">0.34</td><td align="char" char=".">15</td><td align="char" char=".">0.94</td><td align="char" char=".">5</td></tr><tr><td align="left">6</td><td align="left">Having learning facilities (e.g., specific equipment) available at the university</td><td align="char" char=".">0.16</td><td align="char" char=".">15</td><td align="char" char=".">−0.52</td><td align="char" char=".">24</td><td align="char" char=".">−0.68</td><td align="char" char=".">28</td><td align="char" char=".">0.43</td><td align="char" char=".">15</td></tr><tr><td align="left">7</td><td align="left">Drawing inspiration from my family and their career paths</td><td align="char" char=".">−1.74</td><td align="char" char=".">34</td><td align="char" char=".">−0.34</td><td align="char" char=".">23</td><td align="char" char=".">−1.75</td><td align="char" char=".">34</td><td align="char" char=".">−2.36</td><td align="char" char=".">34</td></tr><tr><td align="left">8</td><td align="left">Being able to get a well-paid job after graduation</td><td align="char" char=".">1.7</td><td align="char" char=".">2</td><td align="char" char=".">0.85</td><td align="char" char=".">8</td><td align="char" char=".">−0.28</td><td align="char" char=".">25</td><td align="char" char=".">1.77</td><td align="char" char=".">1</td></tr><tr><td align="left">9</td><td align="left">Having access to career counseling services</td><td align="char" char=".">−0.98</td><td align="char" char=".">29</td><td align="char" char=".">0.49</td><td align="char" char=".">13</td><td align="char" char=".">−0.1</td><td align="char" char=".">20</td><td align="char" char=".">−0.02</td><td align="char" char=".">20</td></tr><tr><td align="left">10</td><td align="left">Working with projects solving real-world problems</td><td align="char" char=".">1.85</td><td align="char" char=".">1</td><td align="char" char=".">1.19</td><td align="char" char=".">5</td><td align="char" char=".">1.82</td><td align="char" char=".">2</td><td align="char" char=".">0.67</td><td align="char" char=".">9</td></tr><tr><td align="left">11</td><td align="left">Accessing online resources for exploring diverse professional paths</td><td align="char" char=".">−0.34</td><td align="char" char=".">20</td><td align="char" char=".">−1.08</td><td align="char" char=".">29</td><td align="char" char=".">−0.67</td><td align="char" char=".">26</td><td align="char" char=".">−0.68</td><td align="char" char=".">26</td></tr><tr><td align="left">12</td><td align="left">Developing a professional brand through online presence</td><td align="char" char=".">−1.76</td><td align="char" char=".">35</td><td align="char" char=".">−2.14</td><td align="char" char=".">35</td><td align="char" char=".">−1.75</td><td align="char" char=".">33</td><td align="char" char=".">−1.2</td><td align="char" char=".">32</td></tr><tr><td align="left">13</td><td align="left">Flexibility in my study allowing me to explore my professional interests in various directions</td><td align="char" char=".">0.8</td><td align="char" char=".">11</td><td align="char" char=".">0.18</td><td align="char" char=".">17</td><td align="char" char=".">−0.03</td><td align="char" char=".">18</td><td align="char" char=".">0.28</td><td align="char" char=".">17</td></tr><tr><td align="left">14</td><td align="left">My personal values and ethics</td><td align="char" char=".">0.65</td><td align="char" char=".">13</td><td align="char" char=".">−0.14</td><td align="char" char=".">21</td><td align="char" char=".">0.47</td><td align="char" char=".">12</td><td align="char" char=".">−0.73</td><td align="char" char=".">27</td></tr><tr><td align="left">15</td><td align="left">Having global perspectives integrated in my study program</td><td align="char" char=".">0.88</td><td align="char" char=".">8</td><td align="char" char=".">0.97</td><td align="char" char=".">7</td><td align="char" char=".">−0.68</td><td align="char" char=".">27</td><td align="char" char=".">0.94</td><td align="char" char=".">6</td></tr><tr><td align="left">16</td><td align="left">Having the support of my parents to pursue my chosen career path</td><td align="char" char=".">−0.86</td><td align="char" char=".">28</td><td align="char" char=".">1.38</td><td align="char" char=".">3</td><td align="char" char=".">−1.5</td><td align="char" char=".">32</td><td align="char" char=".">−2.36</td><td align="char" char=".">35</td></tr><tr><td align="left">17</td><td align="left">Receiving constructive feedback on my academic and professional performance</td><td align="char" char=".">0.75</td><td align="char" char=".">12</td><td align="char" char=".">1.14</td><td align="char" char=".">6</td><td align="char" char=".">0.36</td><td align="char" char=".">13</td><td align="char" char=".">0.79</td><td align="char" char=".">8</td></tr><tr><td align="left">18</td><td align="left">Having connections with academic staff who have close relations to industry</td><td align="char" char=".">0.06</td><td align="char" char=".">17</td><td align="char" char=".">0.77</td><td align="char" char=".">10</td><td align="char" char=".">0.75</td><td align="char" char=".">8</td><td align="char" char=".">0.91</td><td align="char" char=".">7</td></tr><tr><td align="left">19</td><td align="left">Obtaining interdisciplinary knowledge through project work</td><td align="char" char=".">1.4</td><td align="char" char=".">4</td><td align="char" char=".">−0.09</td><td align="char" char=".">20</td><td align="char" char=".">0.59</td><td align="char" char=".">11</td><td align="char" char=".">0.56</td><td align="char" char=".">12</td></tr><tr><td align="left">20</td><td align="left">Attending career fairs for exploring different professional paths</td><td align="char" char=".">−1.27</td><td align="char" char=".">33</td><td align="char" char=".">−0.56</td><td align="char" char=".">25</td><td align="char" char=".">0.78</td><td align="char" char=".">7</td><td align="char" char=".">−0.03</td><td align="char" char=".">21</td></tr><tr><td align="left">21</td><td align="left">Engaging in projects emphasizing sustainability</td><td align="char" char=".">1.12</td><td align="char" char=".">6</td><td align="char" char=".">0.09</td><td align="char" char=".">18</td><td align="char" char=".">0.61</td><td align="char" char=".">9</td><td align="char" char=".">0.32</td><td align="char" char=".">16</td></tr><tr><td align="left">22</td><td align="left">Feeling generally motivated for my study</td><td align="char" char=".">1.5</td><td align="char" char=".">3</td><td align="char" char=".">0.51</td><td align="char" char=".">12</td><td align="char" char=".">0.6</td><td align="char" char=".">10</td><td align="char" char=".">−0.49</td><td align="char" char=".">24</td></tr><tr><td align="left">23</td><td align="left">Feeling a sense of belonging in my study</td><td align="char" char=".">0.9</td><td align="char" char=".">7</td><td align="char" char=".">−0.17</td><td align="char" char=".">22</td><td align="char" char=".">−1.05</td><td align="char" char=".">30</td><td align="char" char=".">−0.45</td><td align="char" char=".">23</td></tr><tr><td align="left">24</td><td align="left">Having opportunities for international or cross-cultural experiences</td><td align="char" char=".">−0.73</td><td align="char" char=".">25</td><td align="char" char=".">−1.94</td><td align="char" char=".">34</td><td align="char" char=".">−0.78</td><td align="char" char=".">29</td><td align="char" char=".">1.34</td><td align="char" char=".">3</td></tr><tr><td align="left">25</td><td align="left">Being exposed to emerging technologies and their applications</td><td align="char" char=".">1.14</td><td align="char" char=".">5</td><td align="char" char=".">−1.47</td><td align="char" char=".">33</td><td align="char" char=".">−0.07</td><td align="char" char=".">19</td><td align="char" char=".">−0.74</td><td align="char" char=".">28</td></tr><tr><td align="left">26</td><td align="left">Having a study-related job</td><td align="char" char=".">−0.45</td><td align="char" char=".">22</td><td align="char" char=".">1.2</td><td align="char" char=".">4</td><td align="char" char=".">1.64</td><td align="char" char=".">3</td><td align="char" char=".">0.62</td><td align="char" char=".">11</td></tr><tr><td align="left">27</td><td align="left">Exposure to entrepreneurship and startup culture</td><td align="char" char=".">−1.12</td><td align="char" char=".">32</td><td align="char" char=".">−1.13</td><td align="char" char=".">30</td><td align="char" char=".">−2.13</td><td align="char" char=".">35</td><td align="char" char=".">−0.43</td><td align="char" char=".">22</td></tr><tr><td align="left">28</td><td align="left">Using my professional passion as guidance for my academic development</td><td align="char" char=".">−0.11</td><td align="char" char=".">18</td><td align="char" char=".">−0.62</td><td align="char" char=".">26</td><td align="char" char=".">2</td><td align="char" char=".">1</td><td align="char" char=".">−0.52</td><td align="char" char=".">25</td></tr><tr><td align="left">29</td><td align="left">Participating in extracurricular activities (e.g., industry conference, workshop, courses) aligned with my professional goals</td><td align="char" char=".">−0.75</td><td align="char" char=".">26</td><td align="char" char=".">−1.23</td><td align="char" char=".">31</td><td align="char" char=".">0.35</td><td align="char" char=".">14</td><td align="char" char=".">0.52</td><td align="char" char=".">13</td></tr><tr><td align="left">30</td><td align="left">Engaging in profession related discussions with my peers</td><td align="char" char=".">0.09</td><td align="char" char=".">16</td><td align="char" char=".">0.29</td><td align="char" char=".">14</td><td align="char" char=".">0.23</td><td align="char" char=".">16</td><td align="char" char=".">−0.79</td><td align="char" char=".">29</td></tr><tr><td align="left">31</td><td align="left">Having role models in possible professions</td><td align="char" char=".">−1.11</td><td align="char" char=".">31</td><td align="char" char=".">−0.93</td><td align="char" char=".">28</td><td align="char" char=".">0.9</td><td align="char" char=".">6</td><td align="char" char=".">−0.85</td><td align="char" char=".">30</td></tr><tr><td align="left">32</td><td align="left">My study environment valuing diversity</td><td align="char" char=".">−0.81</td><td align="char" char=".">27</td><td align="char" char=".">−1.23</td><td align="char" char=".">32</td><td align="char" char=".">−1.45</td><td align="char" char=".">31</td><td align="char" char=".">−0.97</td><td align="char" char=".">31</td></tr><tr><td align="left">33</td><td align="left">My university facilitating engagement with alumni</td><td align="char" char=".">−1.07</td><td align="char" char=".">30</td><td align="char" char=".">−0.68</td><td align="char" char=".">27</td><td align="char" char=".">−0.25</td><td align="char" char=".">24</td><td align="char" char=".">0.04</td><td align="char" char=".">19</td></tr><tr><td align="left">34</td><td align="left">Having opportunities to experience leadership roles in projects</td><td align="char" char=".">−0.42</td><td align="char" char=".">21</td><td align="char" char=".">0.19</td><td align="char" char=".">16</td><td align="char" char=".">1.01</td><td align="char" char=".">4</td><td align="char" char=".">1.51</td><td align="char" char=".">2</td></tr><tr><td align="left">35</td><td align="left">Being exposed to different opportunities through internships</td><td align="char" char=".">0.83</td><td align="char" char=".">9</td><td align="char" char=".">0.02</td><td align="char" char=".">19</td><td align="char" char=".">0.98</td><td align="char" char=".">5</td><td align="char" char=".">1.32</td><td align="char" char=".">4</td></tr></tbody></table> </ephtml> </p> <p>The sorting process took place in the students' group rooms, with both participants and facilitators present. Each group of participants consisted of a maximum of six students. The first author acted as a facilitator, providing information about the study and clear instructions for the activity. Each student was provided a consent form to sign, 35 statement cards, the forced-choice grid, and a piece of paper on which students were asked to provide additional information. [<reflink idref="bib52" id="ref65">52</reflink>] suggest that certain actions during data collection can enhance the richness of a Q study. For this study, the participants were instructed to provide information about their ages and genders, and to elaborate on their views of the statements that they had ranked as most important and most unimportant.</p> <hd id="AN0186128706-8">Follow-Up Interviews and Written Reflections</hd> <p>A follow-up qualitative activity was undertaken to achieve a fuller, richer, and more detailed understanding of the participants' Q sorts and the individual factor groups ([<reflink idref="bib52" id="ref66">52</reflink>]). The participants were divided into their identified factor groups, and a facilitator directed the discussion based on their shared Q sort. The participants were asked to discuss the results based on their own sorting. A third data source was included in the form of written reflections, termed "competence profiles," which is a mandatory part of their semester course at the master's programs. A student's competence profile reflects the professional competencies that they have acquired throughout their time at university, and specifically in the PBL environment ([<reflink idref="bib24" id="ref67">24</reflink>]). This data source was included to gain more detailed information about each student's competencies within each factor.</p> <hd id="AN0186128706-9">Data Analysis</hd> <p>The participants' sorted grids were analyzed using KADE, a specialized software application for Q data analysis ([<reflink idref="bib4" id="ref68">4</reflink>]). Factor analysis was employed to condense and facilitate a thorough exploration of the data, and to extract the appropriate number of factors. This was followed by the application of a varimax rotation to achieve a mathematically favorable solution ([<reflink idref="bib52" id="ref69">52</reflink>]). Based on Q factor analysis within each group and second-order factor analysis, it became clear that students from the two engineering programs represented in the sample showed a high degree of similarity in their responses, with overlapping patterns in factor loadings and statement rankings. Consequently, the groups were analyzed collectively. The optimal solution included four factors, with 39 out of 56 participants significantly loading on one of these factors for further analysis. Among the 17 participants that were not significantly loaded on one factor, seven were compounded, as they loaded significantly on two or more factors. Only significantly loaded Q sorts were included for the clarity and reliability of the results, though the opinions of those compounded participants were included in the results ([<reflink idref="bib52" id="ref70">52</reflink>]). In this case, 10 participants' Q sorts did not closely align with any of the emergent factors, meaning they did not exhibit a significant match with any of the identified factor prototypes ([<reflink idref="bib52" id="ref71">52</reflink>]). The Z scores (as seen in Table 1) are the total weighted scores for each item converted into Z (or standard) scores.</p> <hd id="AN0186128706-10">Results</hd> <p>The following sections present an account of the four factors that emerged from the Q analysis: (<reflink idref="bib1" id="ref72">1</reflink>) engagement with real-world problems; (<reflink idref="bib2" id="ref73">2</reflink>) successful transition into industry; (<reflink idref="bib3" id="ref74">3</reflink>) professional passion; and (<reflink idref="bib4" id="ref75">4</reflink>) future job opportunities. The analysis incorporates demographic information and students' elaborations from the post-sorting activity to further contextualize the findings. Furthermore, students' explanations and discussions in the group interviews and competence profiles are included. When an elaboration from the post-sorting activity or competence profile is included, the participant's ID is provided in parentheses, for example, "(U8)." Statement numbers, as listed in Table 1, are indicated in parentheses within the text, along with their assigned value within a particular factor, ranging from −4 to 4, for example, "(#10/4)." The notation "D" indicates "distinguishing statements" (<emph>p</emph> <.05), while "D*" indicates "significantly distinguishing statements" (<emph>p</emph> <.01). Figure 1 provides an overview of the factors' shared opinions after the factor analysis, presented in the forced-choice grid. In the grid, "*" similarly represents "distinguishing statements," and "**" indicates "significantly distinguishing statements." Additionally, arrows are used to highlight Z-score differences: The arrow pointing right represents that the Z-score for this statement is higher than in all other factors while the arrow pointing left represents that the Z-score for this statement is lower than in all other factors.</p> <p>Graph: Figure 1.Composite Q sorts.</p> <hd id="AN0186128706-11">Factor 1: Engagement With Real-World Problems</hd> <p>The first factor group consists of 16 participants, with the explained variance of 18%, evenly split between male and female students, with ages ranging from 22 to 35 years. Primarily, they emphasize the significance of engaging in projects that tackle real-world problems (#10/4). They express appreciation for the depth of knowledge gained through such projects, as well as the practical experience they provide, which enables specialization in specific areas. One participant stated, "Working with projects solving real-world problems' makes it more tangible. Feels like I make a difference" (U8). Students in this group also value interdisciplinary learning facilitated by project work (#19/3D*) and exposure to emerging technologies and their practical applications (#25/3D*). They highlight the importance of gaining a global perspective and seeking international opportunities. In a competence profile, one student elaborated on why these values are important: "I've cultivated competencies that prioritize sustainability, ethics, and technologies. Understanding the impact of our actions on both the environment and society at large, has helped me understand the professional impact I hopefully am going to make" (S3). In addition to finding meaning in their future occupations, financial stability represents a significant motivator for these students. They hope to secure well-paying jobs post-graduation (#8/4) to afford a comfortable lifestyle and pursue their interests: "Getting a well-paid job after graduation is my biggest motivation, that way I will be able to do things (financially) I probably couldn't without having a good diploma" (B15).</p> <p>These students assert that their parents' careers have little to no impact on their own educational or career decisions. They see their paths diverging from those of their parents, and do not draw inspiration from their parents' professions (#7/-4). Some students express that their parents are doing something completely different: "My studies are really different from my parents' careers, and they never played a role in choosing my own education or career" (U2). Further, these participants express little interest in building a professional online presence (#12/-4) or engaging in startup culture (#27/-2). They prefer the stability and security offered by established companies over the uncertainties associated with entrepreneurship: "I am not interested in starting either a professional brand through online presence or start-up culture. I would like to go out to an already established company" (S3).</p> <hd id="AN0186128706-12">Factor 2: Successful Transition into Industry</hd> <p>The second factor group includes a cohort of nine participants, comprising six men and three women, ranging from 24 to 36 years old, with the explained variance of 9%. These students are primarily focused on the transition from university to industry, placing significant emphasis on their readiness for the shift to professional life. Central to their mindset, as a result, is the development of competencies considered valuable within industry. Notably, the fostering of self-belief in their development of professional skills (#2/4D*) emerges as a key element for all participants: "Without self-belief, you question yourself in everything you do, which impacts group work performance, exams, etc." (S6). These students also recognize the significance of self-improvement, as one student explained in their competence profile: "Identifying the areas that I am not strong in has given me the possibility to work more on these areas to improve them, as well as using the areas I am good at. This also helps me if I get a job, as I would be able to either focus on the things I am good at or develop the things I am less good at" (S4). This demonstrates the intrinsic link between self-belief and self-reflection in students' developmental processes.</p> <p>Academic performance and achievements (#5/4) are highly valued by these students; however, during the group interview, they emphasized that learning itself holds paramount importance, with achievements being a natural outcome of the process. They also highlight the importance of parental support in their chosen career paths (#16/3D*), which is contrary to Factor 1. They express gratitude for the emotional support provided by their families, particularly during challenging times: "Having support when the study is rough, or motivation is lacking, helps me to keep going" (S6).</p> <p>In turn, these students highlight the significance of engaging in study-related jobs (#26/3), recognizing the practical experience and insights gained from such endeavors: "My study job has contributed with practical experience and given me insights into how you work in real life" (U11). One student explained in their competence profile that they experienced a discrepancy between university and industry: "I have experienced that the subjects and challenges we at the university are facing are often different than from the reality" (S13), further demonstrating that these students value real-world experiences over their university projects. While the prospect of securing a well-paid job after graduation (8/2D*) is acknowledged by this group, its importance is tempered by practical considerations. During the follow-up interviews, some participants expressed a preference for pursuing engineering tasks they enjoy over managerial roles which would bring greater financial gain. Others cite the high cost of living in Denmark as a pragmatic rationale for valuing a well-paid job.</p> <p>Interestingly, despite their international backgrounds, the significance of cross-cultural experiences (#24/-4D*) is relatively low for these students. Their focus is primarily on becoming familiar with Danish professional culture in order to enhance their prospects within the local context. This priority can be attributed to their university's academic curriculum, which predominantly revolves around Danish norms and regulations, as elaborated upon by one student during the post-sorting activity: "The cross-cultural experience is without relevance at the moment, due to us mostly working in Danish laws" (B4).</p> <hd id="AN0186128706-13">Factor 3: Professional Passion</hd> <p>Factor group 3 includes seven participants, with women in the group outnumbering men five to two. All seven are between the ages of 24 and 26, with the explained variance of 13%. A unifying characteristic among them is the profound importance they attribute to their personal passions in shaping their career aspirations. Central to their outlook is the emphasis placed on personal passion as a guiding force in their career development (#28/4D*). They exhibit a strong internal drive to pursue meaningful work and take ownership of their future paths. During the follow-up interviews, they expressed that rather than prioritizing grades, they prioritize gaining knowledge that directly applies to the future professional roles they envision for themselves. One participant emphasized the necessity of purpose and alignment with their passions in their career pursuits: "My passion guides me, as I don't want to work with something that doesn't say anything to me. There needs to be a purpose" (U7). Their self-perception is marked by a high degree of passion, driving them to actively seek opportunities to engage with real-world problems (#10/4) and themes that resonate with their interests: "I believe it's important to use my time and skills to solve real-world problems. The 'themes' I want to engage with in my professional life are also something I try to make sure our projects are about." In the competence profiles, one student also demonstrates that these students' passion-driven nature also manifests in their work processes: "I like to be very in-depth with my work, and to get deeper understanding of the issues that I meet during projects" (U4).</p> <p>Entrepreneurship (#27/-4D*) is not deemed attractive by these individuals due to its perceived misalignment with their passions and desired impact: "Entrepreneurship is not something I find interesting. I'd rather solve the issues in the world from another angle" (U10). Curiosity, on the other hand, was identified as a driving factor by one student in their competence profile: "Curiosity has been a prominent competence in my projects for multiple reasons. In the general sense, curiosity about a problem, why and how it has arisen and how to solve it requires a certain level of curiosity" (U14). This demonstrates that this group's passion-driven nature is connected to the opportunity to delve into their specific topics of interest within an industry setting.</p> <p>In their quest for inspiration and guidance, these participants look beyond their families (#7/-4), for role models and mentors. As discussed in the follow-up interviews, platforms like LinkedIn serve as avenues for connecting with individuals whose career paths align with their aspirations. Notably, many participants discussed identifying as "family pattern breakers," having diverged from the educational and career paths of their parents. This shared identity reflects their determination to forge their own paths beyond the conventions of their familial backgrounds.</p> <hd id="AN0186128706-14">Factor 4: Future Job Opportunities</hd> <p>The fourth factor group comprises a cohort of seven participants, featuring a roughly even mix of four men and three women, with ages ranging from 22 to 25, with the explained variance of 9%. Generally, these students are focused on securing employment post-graduation, with a keen interest in attaining a job that offers both fulfillment and financial stability. A recurring theme among these students is the importance they place on securing a well-paid job after graduation (#8/4). Indeed, they view financial compensation as a crucial aspect of their career satisfaction: "After sacrificing so many years to study, I would like to get a well-paid job after graduation" (B1). While some emphasized the value of a good salary as a reward for their academic efforts, others explained during the follow-up interview that they prioritize personal fulfillment over monetary reward in their future work. One student stated, "I don't want to live to work but work to live." In their competence profiles, several of these students emphasize their readiness for employment: "My education has provided me with a solid foundation to excel as both a reflective planner, equipped with various planning theories, and a reflective collaborator capable of critically assessing my own contributions within a team setting" (S1). This is particularly notable given the learning methodologies used in these students' degree programs.</p> <p>The significance of networking and accessing opportunities such as internships (#35/3) resonates strongly with these participants. During the follow-up interviews, they acknowledged the value of developing professional networks and gaining practical experience to enhance their employability prospects. For foreign students, in particular, there was a sense of ambivalence toward using social media platforms like LinkedIn for job searching and branding oneself through an online presence (#12/-3D). They expressed a view of self-promotion on such platforms as disingenuous and explained that they struggle to present themselves effectively.</p> <p>Additionally, while these participants acknowledged the support of their parents (#16/-4D*) during the follow-up interviews, they also asserted their independence and autonomy in their decision-making. They derive inspiration from their parents' professional qualities rather than their specific career paths, as one student expressed in the post-sorting activity: "I don't feel that having the support of my parents would benefit me, as independence is one of the things that motivates me. Although I did not get inspired from their career paths, I got inspiration from their work ethic and leadership" (B26). These students expressed appreciation for the holistic approach of their study program, which fosters confidence in their academic abilities through multidimensional learning experiences and group work. During the follow-up interviews, however, they also expressed concerns about the ambiguity surrounding their career prospects, highlighting the need for clearer guidance and industry engagement to navigate the transition from academia to the workforce.</p> <hd id="AN0186128706-15">Discussion</hd> <p>This study examined the career aspirations of engineering students in their eighth semester using multiple data sources, including Q sorts, follow-up interviews, and competence profiles, to identify factors contributing to their development of career aspirations in a PBL environment. The Q analysis revealed four distinct factors: (<reflink idref="bib1" id="ref76">1</reflink>) engagement with real-world problems; (<reflink idref="bib2" id="ref77">2</reflink>) successful transition into industry; (<reflink idref="bib3" id="ref78">3</reflink>) professional passion; and (<reflink idref="bib4" id="ref79">4</reflink>) future job opportunities. The findings indicate that students recognize the impact of both individual and external influences on their career aspirations, consistent with the systems theory framework of career development proposed by [<reflink idref="bib37" id="ref80">37</reflink>].</p> <p>Among the individual factors influencing their career aspirations, students emphasized the importance of passion for their studies. The concept of work passion refers to a strong inclination toward a self-defining activity that one likes, finds important, and in which one invests time and energy ([<reflink idref="bib51" id="ref81">51</reflink>]). For Factor 3 students, passion is not just an abstract concept but a key determinant in how they approach their career development. They actively seek out opportunities within the scope of their studies that resonate with their personal interests and professional goals, and they focus on applying their knowledge and skills selectively to areas they find meaningful and align with their self-image. This proactive approach reflects a strategic alignment of their academic efforts with their career aspirations.</p> <p>The self-belief traits emphasized by Factor 2 participants in relation to their successful transition to industry are strongly linked to self-efficacy, which refers to an individual's belief in their own abilities to achieve specific goals or tasks ([<reflink idref="bib5" id="ref82">5</reflink>]). Without the self-belief necessary to apply their knowledge and skills, however, individuals cannot effectively demonstrate or meaningfully use their competencies ([<reflink idref="bib50" id="ref83">50</reflink>]). These traits highlight the participants' confidence in their strengths and capabilities. Thus, the more confident individuals feel in their own abilities, the more likely they are to take proactive steps toward achieving their career aspirations. [<reflink idref="bib49" id="ref84">49</reflink>] further argue that self-efficacy is a key determinant in influencing students' career aspirations. The participants appear to align with this view, as they are primarily focused on finding a job that not only provides financial stability but also offers personal fulfillment.</p> <p>Contextual factors highlighted in this study include parental influence and the learning environment, both of which shape students' career aspirations in distinct ways. Interestingly, several groups in the follow-up interviews reported that their parents' educational attainment had not significantly influenced their career aspirations. This finding contrasts with previous studies suggesting that higher parental education levels are associated with higher career aspirations among students ([<reflink idref="bib2" id="ref85">2</reflink>]). This discrepancy in findings indicates that, in contemporary settings, alternative influences such as personal interests, peer groups, and exposure to diverse career options through media and technology may play a more substantial role in shaping students' aspirations. As access to career-related information has expanded through digital platforms, young people may increasingly rely on sources beyond family background to inform their career choices.</p> <p>The study also emphasizes the impact of the pedagogical characteristics of the educational program, particularly the role of PBL. According to the situational interest hypothesis underlying PBL, engaging with real-world problems fosters students' curiosity, enhances their concentration, and promotes a willingness to learn ([<reflink idref="bib22" id="ref86">22</reflink>]; [<reflink idref="bib45" id="ref87">45</reflink>]). [<reflink idref="bib27" id="ref88">27</reflink>] examined workforce preparedness among engineering students in a PBL context and found that "problem-solving" was rated as the most critical skill for engineering professions. This conclusion parallels the emphasis on professional competencies and problem-solving among students categorized under Factor 1 in the present study. Prior studies have indicated that PBL is effective in preparing students for the labor market ([<reflink idref="bib10" id="ref89">10</reflink>]) achieved by enabling students to build upon prior knowledge while collaborating in small groups, allowing them to identify gaps in their understanding and develop self-directed learning strategies ([<reflink idref="bib45" id="ref90">45</reflink>]). These competencies are particularly valuable in the engineering sector, where adaptability and lifelong learning are essential for navigating evolving industry demands ([<reflink idref="bib10" id="ref91">10</reflink>]; [<reflink idref="bib27" id="ref92">27</reflink>]).</p> <p>Beyond PBL, experiential learning opportunities such as internships also play a crucial role. [<reflink idref="bib16" id="ref93">16</reflink>] explored the elements of internships that students find most satisfying and concluded that the ability to gain an accurate understanding of job characteristics and the work environment through realistic work experience is highly valued by students, echoing the Factor 4 students' emphasis on professional success. This emphasis on real-world professional experiences also aligns with the priorities of Factor 1 students, who also highlight the importance of the learning environment. Prior research has shown that access to STEM-related experiences positively correlates with the development of career aspirations ([<reflink idref="bib9" id="ref94">9</reflink>]; [<reflink idref="bib46" id="ref95">46</reflink>]), further emphasizing the significant role of internships.</p> <hd id="AN0186128706-16">Implications</hd> <p>This study offers several insights into the elements that support the development of career aspirations among senior students in a PBL environment. The findings suggest that educational institutions, career advisors, and employers must adopt a more holistic and student-centered approach to career preparation, prioritizing flexibility, real-world experience, and direct industry engagement. First, the findings reinforce that self-efficacy and passion are the primary drivers of students' career aspirations. This suggests that PBL universities must include personalized, adaptive learning experiences that evolve alongside students' interests and industry needs. Students should be empowered to shape their own academic pathways, integrating self-directed projects, interdisciplinary coursework, and industry-relevant skills development into their education. Career exploration should not be a separate activity, but embedded into the curriculum from the start, ensuring that students have the tools to develop their aspirations organically throughout their studies. Second, this study highlights that students value direct exposure to professional environments. Instead of career counseling services, students emphasize embedded industry partnerships. Internships are currently seen as optional add-ons, but this study makes it clear that real-world experience is what actually prepares students for careers. In PBL, every degree should embed mandatory internships that are treated as a core educational component. These internships should be aligned with students' academic learning and learning goals, ensuring that they gain meaningful, industry-relevant experience before graduation. Moreover, institutions must collaborate with industry partners to guarantee that these internships are well-structured and contribute to professional growth rather than being explorative or disconnected from students' aspirations. By embedding real-world experiences, fostering self-efficacy, and enabling personalized career pathways, institutions can ensure that graduates are not only employable but equipped to thrive in an evolving workforce.</p> <hd id="AN0186128706-17">Limitations and Future Research</hd> <p>Despite providing valuable insights, this study has certain limitations that must be acknowledged, mainly related to contextual factors and the nature of Q studies. First, Q typically involves small, purposive samples that are not representative of the larger population ([<reflink idref="bib52" id="ref96">52</reflink>]); as a result, the findings may not be generalizable to the larger population of engineering students. Second, 10 of the 56 participants' opinions were individually different from the others and were therefore not included in the factor analysis. These divergent opinions could be explored via follow-up interview studies. Third, Q is typically focused on subjective opinions and perceptions, rather than objective variables and behaviors. Further validating the results through other contexts would be valuable, especially those contexts that do not employ PBL. Finally, this study did not substantially account for the demographics and cultural backgrounds of the participants. As a result, misinterpretations could occur if the Q study statements do not resonate with the participants' cultural contexts or if cultural nuances have been overlooked. This omission could have influenced the findings, as cultural and demographic factors often play a significant role in shaping career aspirations and perceptions of professional competencies ([<reflink idref="bib38" id="ref97">38</reflink>]; [<reflink idref="bib44" id="ref98">44</reflink>]). Thus, further research could aim to explore cultural differences within the educational programs.</p> <hd id="AN0186128706-18">Ethical Statement</hd> <p>This study was approved by the Research Ethics Committee of Aalborg University on May 30, 2024. All participants provided written informed consent prior to enrolment in the study. This research was conducted ethically in accordance with the ethical guidelines for research of Denmark.</p> <hd id="AN0186128706-19">ORCID iDs</hd> <p>Anna Overgaard Markman https://orcid.org/0009-0002-5183-7241</p> <p>Juebei Chen https://orcid.org/0000-0003-1056-2157</p> <p>Xiangyun Du https://orcid.org/0000-0001-9527-6795</p> <hd id="AN0186128706-20">Data Availability Statement</hd> <p>The datasets generated and/or analyzed during the current study are not publicly available.*</p> <ref id="AN0186128706-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Ahmed W., Mudrey R. R. (2019). The role of motivational factors in predicting STEM career aspirations. International Journal of School & Educational Psychology, 7(3), 201–214. https://doi.org/10.1080/21683603.2017.1401499</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Al-Bahrani M. A., Allawati S. M., Abu Shindi Y. A., Bakkar B. S. (2020). 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Journal of Systems Science and Systems Engineering, 32(5), 571–602. https://doi.org/10.1007/s11518-023-5576-6</bibtext> </blist> </ref> <ref id="AN0186128706-22"> <title> Footnotes </title> <blist> <bibtext> The first author is a PhD student and conducted the study while the remaining authors contributed with professional guidance, feedback, and suggestions in every phase of the study.</bibtext> </blist> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Anna Overgaard Markman; Juebei Chen; Bente Nørgaard and Xiangyun Du</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Anna Overgaard Markman is a PhD student at the Aalborg UNESCO Centre for Problem-Based Learning (PBL) in Engineering Science and Sustainability at Aalborg University, Denmark. She holds a bachelor's degree in Communication and Digital Media and a master's degree in Information Architecture, both from Aalborg University. Her research revolves broadly around career development of university students in a problem-based learning (PBL) environment, including the university-to-work transition, focusing on how to support students in their career aspirations. Beyond academia, she enjoys knitting while watching series.</p> <p>Juebei Chen is an Assistant Professor at the Aalborg UNESCO Centre for Problem-Based Learning (PBL) in Engineering Science and Sustainability at Aalborg University, Denmark. She holds a master's degree in Higher Education from Shanghai Jiao Tong University, China (2018) and a Ph.D. in Engineering Education from Aalborg University's UNESCO PBL Centre (2022). Her research explores academic development, academic well-being, project- and problem-based learning, and engineering education. Beyond academia, she enjoys pilates, painting, and jewelry design.</p> <p>Bente Nørgaard is an Associate Professor and Head of Section at Aalborg University's Center for Problem-Based Learning in Engineering Science and Sustainability, under the auspices of UNESCO. She is affiliated with the cross-faculty Institute of Advanced Studies in PBL. With a strong background in problem-based learning, Bente focuses on continuing education within STEM, capacity building, and change management. Recently, she led the Erasmus+ CBHE Capacity Building project, EEISHEA, aimed at enhancing entrepreneurship and sustainability in higher education in Tanzania and Ghana through a PBL approach. Bente is a council member of the International Association for Continuing Engineering Education (IACEE) and part of the management group for the Danish Network for Engineering Education (IUPN). She also served as the Chair of SEFI's Special Interest Group on Continuing Engineering Education and Lifelong Learning. In her spare time, she enjoys rowing and playing golf.</p> <p>Xiangyun Du, Ph.D., is a Professor and Director of the UNESCO Centre for Problem-Based Learning (PBL) in Engineering Science and Sustainability at Aalborg University, Denmark. She holds master's degrees in engineering education from Linköping University (Sweden) and Roskilde University (Denmark), and a Ph.D. from Aalborg University. For over two decades, her work has focused on educational change and transformation, curriculum and pedagogy development, faculty and teacher development, intercultural learning, and gender studies—centered around Problem-Based and Project-Based Learning. She has authored over 280 international publications, including more than 150 indexed in SCOPUS and more than 60 in SSCI. Her expertise supports change management across disciplines such as engineering education, teacher education, foreign language teaching, business education, and health sciences education (medicine, dentistry, and public health). In her spare time, she enjoys cooking.</p> </aug> <nolink nlid="nl1" bibid="bib17" firstref="ref5"></nolink> <nolink nlid="nl2" bibid="bib38" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib34" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib48" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib33" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib43" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib26" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib19" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib21" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref18"></nolink> <nolink nlid="nl12" bibid="bib14" firstref="ref19"></nolink> <nolink nlid="nl13" bibid="bib30" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib28" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib36" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib42" firstref="ref24"></nolink> <nolink nlid="nl17" bibid="bib40" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib37" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib41" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib54" firstref="ref30"></nolink> <nolink nlid="nl21" bibid="bib13" firstref="ref31"></nolink> <nolink nlid="nl22" bibid="bib31" firstref="ref32"></nolink> <nolink nlid="nl23" bibid="bib49" firstref="ref33"></nolink> <nolink nlid="nl24" bibid="bib39" firstref="ref34"></nolink> <nolink nlid="nl25" bibid="bib11" firstref="ref35"></nolink> <nolink nlid="nl26" bibid="bib53" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib47" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib23" firstref="ref39"></nolink> <nolink nlid="nl29" bibid="bib44" firstref="ref40"></nolink> <nolink nlid="nl30" bibid="bib20" firstref="ref42"></nolink> <nolink nlid="nl31" bibid="bib29" firstref="ref46"></nolink> <nolink nlid="nl32" bibid="bib46" firstref="ref47"></nolink> <nolink nlid="nl33" bibid="bib52" firstref="ref54"></nolink> <nolink nlid="nl34" bibid="bib12" firstref="ref55"></nolink> <nolink nlid="nl35" bibid="bib18" firstref="ref56"></nolink> <nolink nlid="nl36" bibid="bib25" firstref="ref57"></nolink> <nolink nlid="nl37" bibid="bib32" firstref="ref58"></nolink> <nolink nlid="nl38" bibid="bib35" firstref="ref64"></nolink> <nolink nlid="nl39" bibid="bib24" firstref="ref67"></nolink> <nolink nlid="nl40" bibid="bib51" firstref="ref81"></nolink> <nolink nlid="nl41" bibid="bib50" firstref="ref83"></nolink> <nolink nlid="nl42" bibid="bib22" firstref="ref86"></nolink> <nolink nlid="nl43" bibid="bib45" firstref="ref87"></nolink> <nolink nlid="nl44" bibid="bib27" firstref="ref88"></nolink> <nolink nlid="nl45" bibid="bib16" firstref="ref93"></nolink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering%22">Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Opportunities%22">Employment Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Exploration%22">Career Exploration</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/08948453251351584
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0894-8453<br />1556-0856
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper examines supporting elements of senior engineering students' career aspirations within a problem-based learning (PBL) environment in Denmark. Using the systems theory framework of career development, this study investigates both individual and contextual influences of career aspirations. A mixed-method approach was employed, incorporating multiple data sources, including Q methodology, interviews, and written reflections. The analysis identified four key components contributing to students' career aspirations: (1) engagement with real-world problems; (2) successful transition into industry; (3) professional passion; and (4) future job opportunities. The findings reveal that a variety of individual and contextual factors shape students' career aspirations, providing valuable insights into the types of support needed throughout their education. The study highlights the significance of initiatives such as career exploration activities in aiding the development of career aspirations.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475464
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475464
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/08948453251351584
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 487
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Occupational Aspiration
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Education Work Relationship
        Type: general
      – SubjectFull: Employment Opportunities
        Type: general
      – SubjectFull: Career Exploration
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Denmark
        Type: general
    Titles:
      – TitleFull: Building Careers: Key Influences on Career Aspirations in a Danish Problem-Based Learning Setting
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anna Overgaard Markman
      – PersonEntity:
          Name:
            NameFull: Juebei Chen
      – PersonEntity:
          Name:
            NameFull: Bente Nørgaard
      – PersonEntity:
          Name:
            NameFull: Xiangyun Du
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0894-8453
            – Type: issn-electronic
              Value: 1556-0856
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Career Development
              Type: main
ResultId 1