Educational Experiences in the Undergraduate Program, Interests, and Motivations for Future Career Choices Among Third-Year Students at Puey Ungphakorn School of Development Studies, Thammasat University

Abstract

Educational experiences in undergraduate programs, along with both intrinsic and extrinsic motivations, play a significant role in influencing students' interests in future career choices. Understanding these factors can enable educational institutions to identify the strengths and developmental opportunities of their curricula, and guide the direction of future graduate preparation. This mixed-methods research aims to explore the level of educational experiences, career interests, and the level of career choice motivations among third-year students from Puey Ungphakorn School of Development Studies, Thammasat University. Quantitative data were collected using questionnaires from a sample of 60 students, while qualitative data were gathered through in-depth interviews with 8 key informants. The research tools included online questionnaires and semi-structured interview guides. Data were analyzed using descriptive statistics and content analysis.
The findings revealed that students have a high level of educational experiences in undergraduate program, with the highest level in extracurricular activities, followed by skill development, social relationships, and knowledge acquisition, respectively. The top three career choices among students were: (1) social entrepreneur or private business owner; (2) corporate social responsibility officer or sustainability officer; and (3) human resource and organizational development officer. Seventy percent of students expressed interest in working in the private sector. Regarding motivation for future career choices, students exhibit higher levels of intrinsic motivation than extrinsic motivation, with key intrinsic motivators including a desire to engage in socially beneficial work, clear career goals, and a personality suited to future career paths, while main extrinsic motivators were job characteristics and career advancement opportunities, compensation and market trends, and the relevance of coursework to future careers. Based on these findings, it is recommended that the curriculum should promote experiential learning outside the classroom, support skill development and subject-specific aptitudes, and be continuously revised to align with both student needs and labor market demands. Furthermore, collaboration with public and private sector organizations is recommended to enhance student development and create environments that support professional growth and encourage students to pursue careers aligned with their individual characteristics and abilities.