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

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.