Career Maturity among UniSZA Students

The persistent disjunction between tertiary education and the demands of the modern workforce casts a long, unsettling shadow over the prospects of countless graduates. A significant proportion of university leavers, including those from institutions like UniSZA, grapple with a distinct lack of readiness for professional life—a deficit arguably rooted in an underdeveloped sense of career maturity. This study employed a mixed-methods research design encompassing quantitative and qualitative approaches. The quantitative phase involved a survey using the Career Maturity Inventory–Revised (1995), translated into Malay and validated as the Malay Revised Inventori Kematangan Kerjaya (1995). The sample comprised 1,000 UniSZA students, including 500 male and 500 female participants, selected using systematic sampling. This paper presents a critical conceptual analysis that systematically re-examines existing vocational development theories in light of contemporary socioeconomic realities. The findings of the study indicate that independent-samples t-test results reveal a statistically significant difference in career maturity based on students’ gender, while the overall level of career maturity among UniSZA students is at a moderate level. The analysis further identifies interrelated conceptual dimensions as central to understanding career maturity among UniSZA students: the persistent tension between individual career aspirations and the strong influence of familial career scripts. Future interventions must pivot from generic skills training towards targeted, culturally sensitive strategies that address these deeply embedded, context-specific factors, truly preparing students for the rigours of post-graduation life.

Career readiness, vocational development

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