By Patrick White (auth.)
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Additional resources for Education and Career Choice: A New Model of Decision Making
Sample text
Arguments about the types of choice behaviour inferred as desirable (or necessary) in official publications can never be resolved and have been pursued at the expense of an examination of the actual behaviour of those making the choices. Even when the latter have been examined, many researchers have been preoccupied with evaluating the ‘rationality’ of decisions. And as Sullivan (2002b) has suggested, there is little consensus, or even clarity, regarding the meaning of the term. In order for the field to progress it may be productive to abandon use of this term to avoid debate digressing into the realm of philosophical abstraction.
Neither is it always possible to separate subject choices with decisions about qualification type. This is an area, however, where empirical evidence appears to be quite limited, with most research focusing solely on the decision to take either academic and/or vocational qualifications. The relationship between the social background of young people and their choice of course or qualification has been explored by a number of researchers, often employing multivariate analysis in order to separate the influence of socio-economic status (SES) from ability.
Through a rather thoughtless approach to data analysis, one of the most expensive and high profile studies of post-16 progression in recent times has missed an opportunity to further illuminate this difficult area. Another notable recent study was conducted by Hemsley-Brown (1999). While she has clearly been influenced by the approaches taken by Hodkinson et al. (1996) and Ball et al. (2000) her work takes a different approach in terms of analysis. She identifies two distinct ‘stages’ of decision making, the ‘preliminary search stage’ and the ‘refined search stage’.