Confirmation of Candidature - Candidate : Mary McGovern

Access and completion of education have instigated political, economic, and societal changes for centuries. This access to education is also a lever for individual success and can facilitate powerful and impactful career choices (Gleeson et al., 2022, p. 4; OECD, 2021a) (UNESCO, 2020). More females are continuing education beyond compulsory schooling years and higher education has been positively impacted with an increase in females commencing and completing undergraduate study.  Australian higher education statistics indicate most enrolled students are females, with 56.4% females, and 43.5% males (DESE, 2021).  Within this 56.4% female population, many are mothers, however, the numbers are unknown as this "socio-demographic" is not collected with information on entry into and during higher education study.  Knowledge and understanding are scarce in the mothering population in higher education, and this has the consequence of no insight into their career self-management (CSM). This proposed research aims to ascertain the career self-management (CSM) of mothers in higher education using the social cognitive career theory (SCCT). The objectives are to determine the factors and influences that impact mothers' career self-management (CSM) during higher education study. This will include a focus on the role of self-efficacy, outcome expectations, and goals in determining career interests, choices, and actions by mothers during undergraduate study.

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