Abstract:

Changes related to internationalization, globalization and government policy are visible in many spheres of society but in education and human resource management (HRM) in Japan it is particularly noticeable. Japanese HRM practices have been the subject of much research. Traditionally, in Japan, the recruitment of new employees generally occurs in the spring. Companies select graduating students through a series of interviews, document-based screening, and aptitude-based testing. They tend not to pay attention to the department the student graduated from or their field of specialization, preferring to hire generalists. They are more concerned in hiring students from top-level Japanese universities, based on their potential, as the objective is to mold the student to the needs of the company (Yokoyama, 2014). Promotion panels in Japan usually judge candidates not only on their performance in their job but also on what is termed their ‘hitogara’– which loosely translates as the balance of their personality. Similarly, long-term employment, or the so-called life-time employment scheme, was a cornerstone of Japanese HRM. Yet, since the 2000’s there has been a significant shift towards and an adaptation of Western management concepts. These changes have resulted in Japanese employees taking more initiative of their own career as lifetime employment options diminish. Alongside this, individuals are also starting to turn towards entrepreneurship as a career. Are university students prepared for this change?

The likelihood of increased career mobility means there is a need to better equip students with analytical and socials skills. Young people need to understand how their life path can be influenced by not only their academic credentials but also their mindset. However, it is argued that career education is yet to address this need. This research explores the development of new career design materials that are research-based and address the changing needs of students and society. The underlying research question of this study is, when considering future careers, how can we encourage university students in Japan to engage with their possible future selves? The author argues utilizing MAPS theory (Frazier, et.al. 2021) will help develop career education materials that would include viewing career development as a journey to better understanding oneself, as opposed to making a decision on one career or company destination.

This paper shows how the MAPS model has been applied to the development of career design materials to promote behavioural change. The materials utilize the model of self-regulation: integrating metacognition, agency, and possible selves to help Japanese university students to imagine themselves as entrepreneurs working in South East Asia. The presentation will provide an overview of the theory, examples of how the materials were created, and feedback and reflection on a pilot class.

Keywords:

Career design, entrepreneurship, possible selves, self-regulation.