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Information Gap from Secondary School to University: A Hermeneutic Phenomenological Study of Career Choices of First Year Students
Abstract
Navigating the web of career choices can be daunting for many young students, particularly those transitioning from secondary school to university. This study highlights the significant gaps in career guidance among first-year university students at a public university in Zambia. Rooted in the constructivist paradigm, this qualitative study employed a hermeneutic phenomenological design to collect data from 12 students who requested a change in their study program. Guided by Gestalt theory, the findings revealed that many students received inadequate career guidance in secondary school, relying instead on their grades, childhood dreams, parental guidance, and job availability. This information gap often led to mismatched career choices and the need for program changes at the university level. The study recommends deliberate collaboration and information sharing between secondary schools and universities, including job shadowing opportunities and career talks, to help students make more informed decisions and reduce the challenges associated with choosing study programs. Keywords: Career choices, career guidance, university programmes, information gaps and student choices.
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