Higher Education Ph.D. Dissertations

Multipotential Student Academic Major and Career Choice

Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Higher Education Administration

First Advisor

Maureen Wilson (Committee Chair)

Second Advisor

Susan Peet (Other)

Third Advisor

Jodi Devine (Committee Member)

Fourth Advisor

Christopher Frey (Committee Member)

Abstract

Multipotential students have multiple abilities, strengths, and interests, many of which could be developed to a high level. They can succeed in a wide range of careers, have many interests that they may wish to combine or decide amongst when considering their plans, often leading to indecision. Deciding on an academic major or career is a complex decision, particularly for multipotential students. The purpose of this general inductive inquiry was to understand how multipotential college students navigate the academic major and career choice processes. Rational choice theory was the theoretical framework for this study. I interviewed 12 current multipotential college students and four advisors who assisted students with academic and career decisions and plans. Advisors identified the student participants as multipotential, and the students confirmed their multipotentiality before participating in the study. Three themes emerged from the data about multipotential students’ experiences with academic major and career choice processes: (a) Seeking Support and Validation; (b) Using Exploration, Reflection, and Connection to Learn; and (c) Using Growth and Self-Awareness to Help Students Navigate Their Choices. Three themes also emerged related to the challenges of multipotential students: (a) Searching for Options and Flexibility, (b) Delaying Having to Make a Choice, and (c) Finding Ways to Pull all the Pieces Together. Themes that related to the use of RCT included: (a) Helping People and Developing Community, (b) Focusing Beyond Salary, and (c) Using Values for Guidance. Six implications for practice are presented. First, advising staff who assist multipotential students can benefit from training about multipotential students and their needs. Second, values should be considered and used to assist multipotential students. Third, multipotential students can benefit from experiences, including encountering failure. Fourth, institutions should offer self-designed majors, a particular benefit for multipotential students. Fifth, advising staff should inform multipotential students that it is acceptable to be a deciding student while considering academic majors and careers. Finally, to help them consider options, multipotential students should collect examples of individuals who pursued careers that do not align directly with their college major(s).

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