Factors Influencing the Choice of Initial Qualifications and Continuing Development in Australia and Britain

Abstract

This article presents the outcomes of an exploratory study into the factors that influences individuals' choice of different types of qualification at stages throughout their employment history. The survey of individuals in Australia and Britiain sought information on individuals' training and educationdecisions between school and employment; after gaining employment; and of their future intentions for further study. There were few differences between Australians and British respondents at the school-leaver stage, but once in work differences emerged between the two countries. Few differences were observed between males and females. Comparison of those opting into academic and vocational programmes indicated that those who choose academic programmes are motivated by a cluster of mainly internal factors while those opting for the vocational route were more likely to have been influenced by their manager and the possibility of funding. Implications for the marketing of qualifications are discussed.

Minimum and preferred entry qualifications and training provision for British workers

“…Our earlier work (Miller, Kellie and Acutt, 2001) indicated that the factor most likely to persuade an employee to consider undertaking a vocational award was the belief that their employer valued the award, and, furthermore, was willing to provide support in the form of funding and/or time off for study. There were, however, few individuals who were planning on undertaking vocational awards in the future.…”

“…This was used in order to facilitate comparison of data with that obtained from a parallel survey of individuals reported inMiller, Kellie and Acutt (2001).…”

Declining versus participating in employer-supported training in Canada*

“…As evidenced in other works, there are numerous factors that can influence training decisions that were not examined here (e.g. motivation, managerial support, time, etc., see Brown & McCracken, 2009; Miller et al ., 2001). For example, a worker might not show interest in taking available training in a workplace.…”

“…In summary, the factors related to participation in training are numerous (see model by Brown & McCracken, 2009; Miller et al ., 2001). A worker might decline training simply because they do not want to take it (and feel comfortable declining it), or they might decline it because they feel that they cannot take it (due to lack of self‐confidence or other concerns, or due to scheduling/family reasons).…”