=Paper=
{{Paper
|id=Vol-3147/paper13
|storemode=property
|title=Gamified workshops in career choice: gamification to reduce the lack of personnel in the logistics sector
|pdfUrl=https://ceur-ws.org/Vol-3147/paper13.pdf
|volume=Vol-3147
|authors=Lisa-Maria Putz,Viktoria Doppler,Verena Stockhammer
|dblpUrl=https://dblp.org/rec/conf/gamifin/PutzDS22
}}
==Gamified workshops in career choice: gamification to reduce the lack of personnel in the logistics sector==
https://ceur-ws.org/Vol-3147/paper13.pdf
Gamified workshops in career choice: Gamification to reduce the
lack of personnel in the logistics sector
Lisa-Maria Putz 1, Viktoria Doppler 2 and Verena Stockhammer 1
1
University of Applied Sciences Upper Austria – Logistikum, Wehrgrabenstraße 1-3, Steyr, 4400, Austria
2
XXXLutz KG, Römerstraße 39, Wels, 4600, Austria
Abstract
The logistics sector is challenged by a shortage of skilled personnel. The personnel shortage is
triggered by a low attractiveness of the logistics sector, the lack of presence of logistics in
education and training as well as demographic changes. This study aims to examine the effects
of gamified workshops for people in career choice processes using the social cognitive career
theory (SCCT) applied in logistics. Gamified workshops are used to influence the image and
the job interest in the logistics sector. A one-group pre-test-post-test study with a standardized
questionnaire and a sample of 160 persons was conducted based on the SCCT. The results show
that all constructs of the SCCT raised after the gamified workshops, with five out of six
constructs showing significant improvements. Thus, we derive those gamified workshops are a
suitable treatment to increase attractiveness of sustainable logistics jobs. The high self-efficacy
of the respondents indicates that the level of difficulty of occupations in the logistics sector is
not perceived as too high and therefore is not perceived as an entry barrier. The positive results
speak in favor of continuing the research, with a subsequent longitudinal study, and to test the
success of gamified workshops in other sectors with a shortage of skilled workers.
Keywords
Gamification, logistics, sustainable logistics, green jobs, career choice, gamified workshop
1. Introduction role in international trade relations. Moreover,
developments in logistics have a significant
impact on the trade flows of a country [4].
The logistics sector represents a substantial
The recent COVID-19 pandemic has
driver of the economy. The transport and storage
highlighted the value of logistics and recalled that
services sector is responsible for 5% or 599 billion
daily life depends on effective logistics. Indeed,
EUR of the total gross value added (GVA) in the
the pandemic disrupted the logistics sector
EU-27. Furthermore, 5.3% of the total workforce 1
leading to bottlenecks in the supply of daily
in the EU-27 is employed in the logistics sector
products due to delays in deliveries as well as
[1]. The total logistics market volume in the EU is
transport prices which are ten times higher than
878 billion EUR [2] and a third of the research and
pre-pandemic [5]. Furthermore, global logistics
development investments in the EU is received by
activities cause environmental emissions such as
the automotive sector and other transport-related
greenhouse gases or noise contributing to the
businesses [3]. The logistics sector plays not only
climate change [6, 7]. Reducing the emissions
a major role as employer and creator of value, it
caused by the transport sector is one of the goals
secures employment and value creation in further
of the European Green Deal, as the transport
sectors of the economy. Logistics is not only of
sector is currently responsible for a quarter of the
regional importance, it contributes to the
European greenhouse gas emissions [8].
competitiveness of a country and plays a crucial
6th International GamiFIN Conference 2022 (GamiFIN 2022),
April 26-29, 2022, Finland
EMAIL: lisa-maria.putz@fh-steyr.at (A. 1)
verena.stockhammer@ fh-steyr.at (A. 3);
ORCID: 0000-0003-3659-2231 (A. 1);
0000-0002-0406-0284 (A. 3)
©️ 2022 Copyright for this paper by its authors. Use permitted under Creative
Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
124
Despite its importance for the worldwide 2. Theory and hypotheses
economy and its potential to save greenhouse gas
emissions, the logistics sector suffers of an
We use the SCCT following [21] as theoretical
increasing shortage of staff. Logistics activities
background for our study and develop the
are labor-intensive on both operational and
hypotheses for the pre-post study based on the
managerial levels with the vast majority of jobs
constructs of SCCT.
continuing to be done by humans [9]. In fact, the
SCCT is based on the social cognitive theory
logistics performance of companies highly
of [22], further developed by [23, 24] aiming to
depends on the availability and quality of skilled
explain ‘three interrelated aspects of career
staff [2, 10]. One of the reasons of the labor
development: (1) how basic academic and career
shortage in logistics is a lower attractiveness of
interests develop, (2) how educational and career
logistics compared to other sectors [11]. Even
choices are made, and (3) how academic and
though it is a growing, innovative sector with
career success is obtained’ [25].
future-proof and lots of green jobs, it remains a
SCCT was chosen as the underlying theory for
challenge for the sector to communicate its
this empirical study based on the results of [26].
attractive jobs and opportunities [2, 11]. The low
The authors conducted a literature review
attractiveness of the logistics sector prevents
identifying career choice theories for gamification
(young) professionals from applying for jobs [12].
research providing a theoretical framework to
Additionally, recent studies showed that a further
apply career choice theories into the area of
reason for the personnel shortage is caused by the
gamification. The SCCT was evaluated as the
lacking presence of logistics in education and the
most appropriate theory to investigate the results
perception of job seekers of earning a low salary
of gamified workshops about career choice in the
[13].
area of logistics [25]. Thus, we followed the
In this paper, we investigate how gamification
results of the work done by [26] and selected the
can be used to attract people to the logistics sector.
SCCT as the underlying theory for the conducted
The concept of gamification means the use of
study.
game elements in a non-game context and is used,
among other things, to influence people's attitudes
and behavior [14, 15]. It has been found that the 2.1. Social cognitive career theory
use of game elements can change the subjective (SCCT)
personal attitude towards a subject and minimize
the inhibition threshold of using new things [15]. SCCT integrates various concepts into a single
[16] used gamification-based applications to raise model including career choice and career
participants' interest in science and to promote development. The main constructs of SCCT are
scientific careers. [17] created gamified external barriers, external support, self-efficacy,
workplace simulations to enhance students’ outcome expectations and choice goals [25].
motivation and awareness of career opportunities. SCCT focuses on three cognitive-person
[18]proposes to associate gamification as a constructs (1) self-efficacy, (2) outcome
concept with a broad field of application in the expectations, and (3) choice goals and evaluates
context of career guidance [18]. According to [19] how these three constructs interact with the
gamified career decision-making systems can turn environmental factors external barriers and
the career selection into an engaging process. Yet, external support to predict the choices people
their review found a lack of research on the use of make concerning their careers [21]. Whereas
gamification in career choice. Another example external barriers decrease self-efficacy, external
for a possible application of gamification in career support leads to a rise of self-efficacy. Further,
choice, is an interactive online game to expose self-efficacy increases outcome expectations and
students to career options [20]. vocational interests [23]. The whole SCCT model
This study aims to examine the effects of is illustrated in Figure 1 [21].
gamified workshops for people in career choice The constructs of the SCCT can be described
processes using the social cognitive career theory as follows:
(SCCT) by [21] applied in logistics. In particular,
Self-efficacy is an individual’s beliefs
the career choice goals based on peoples’ about own capabilities to complete a task or to
interests, self-efficacy, external barriers and be skilled for a specific job [25].
support are investigated.
125
Outcome expectations are expected factors to predict the academic and vocational
consequences of specific actions and behavior choices of people. In brief, the SCCT model
[23]. It means that people chose a particular examines the barriers and interest of respondents
career path with higher probability if they towards a job. [21] SCCT has been applied to
relate the career path to positive consequences attract people to engineering and computing with
based on their behavior [21]. different types of people ranging from beginners
Vocational interests refer to “patterns of to advanced [25, 28]. [28] used SCCT to predict
likes, dislikes, and indifferences regarding interests and choice goals in computing
career-relevant activities and occupations” disciplines. They found that external support
[23]. It is assumed that vocational interests are increased the insistence on pursuing a discipline
the interest of a person in a specific career and indirectly the insistence on completing a
which lead to a specific career choice goal discipline is strengthened. [27] focused on career
[23]. choice in agricultural sciences. They found that
Choice goals are the intention of a person environmental factors such as gender, major,
to achieve a particular level of performance or average grade do not have a significant impact on
to actually perform a certain behavior [25]. career choice processes in agricultural sciences.
Goals allow a person to guide their personal [21] conducted a study using SCCT to investigate
behavior and to maintain the chosen behavior the intention of students to enter the sports and
for a long time [23]. leisure industry. Their results validate the
relationship between the constructs of the model
To ensure a better understanding of each as presented above [21]. For the
construct, a table of the items for each construct operationalization of the well-approved SCCT
was included in the Appendix in Table 5. The model, we developed a questionnaire which can
SCCT model includes environmental factors such be found in the Appendix in Table 5.
as gender, major or average grade and contextual
factors e.g., the support system in addition to the 2.2. Hypotheses
main constructs described above. The
environmental factors influence the self-efficacy, The hypotheses are derived based on the
the outcome expectations, the vocational interest literature and the relation of the constructs of the
and the choice goals [23, 27]. In this study SCCT. The alignment of students educational and
external barriers and external support are the occupational aspirations is a clear indicator for
environmental factors under examination [21]. their understanding of the labour market. Students
whose educational and occupational expectations
are misaligned, often underestimate the level of
education that is required for their aspired
profession [29]. Gamified workshops are one way
to inform in an engaging environment and attract
people for a certain topic [30]. Previous research
has shown that gamification can foster intrinsic
motivation [31], increase the enjoyment of
learning [32] and increase students’ knowledge
retention [30]. [33] conducted a literature review
on the functionality of gamification and conclude
that gamification achieved various positive
effects. In fact, results demonstrated that the
Figure 1: Model of SCCT, following [21] success of gamification depends on the users and
the context in which it is applied [33].
SCCT describes mechanisms and central, Following, we assume that gamification leads
dynamic processes, through which academic and to positive effects regarding a career in logistics
career interests are developed, career-relevant using the SCCT. The hypotheses examine
choices are formed and realized, and performance changes from the first measurement point (M1,
directly before the gamified workshop) compared
outcomes are accomplished [23]. SCCT focuses
with the second measurement point (M2, directly
on cognitive-person constructs such as self-
after the gamified workshop). It was tested
efficacy and their interaction with environmental
126
whether the respondents' choice goals towards the 3.1. The gamified condition
logistics industry improved after the workshops.
It is hypothesised that gamified workshops have a
Gamification was implemented in gamified
positive impact on the constructs of the SCCT and
workshops applied in the area of logistics. We
thus, that the values improve from M1 to M2. The
used gamified workshops as the treatment
hypotheses for this paper are as follows:
between M1 and M2. The workshops include the
H1: External barriers towards logistics jobs
following gamification elements: quick feedback,
decreased from M1 to M2.
storytelling, competition, cooperation, ranking,
H2: External support in relation to a job in the
time limits, rewards and clear goals, and a focus
logistics industry increased from M1 to M2.
on the topic of sustainable logistics including
H3: Outcome expectations in relation to a job
transport. In the gamified workshops, the
in the logistics sector increased from M1 to M2.
participants worked together in small teams of
H4: Self-efficacy in relation to a job in the
three to five people and solve different tasks to
logistics sector increased from M1 to M2.
collect points. A detailed schedule of the gamified
H5: The interest for a job in the logistics
workshop can be found in Table 1. The gamified
industry increased from M1 to M2.
workshops have been designed and further
H6: The intention to apply for a logistics job
developed in various funded projects [15]. This
increased from M1 to M2.
paper is intended to examine the effectiveness of
The majority of people who are completing a
done adaptations regarding career choice.
training with logistics focus chose this training
due to an existing interest in the field [34, 35]. We
Table 1
assume that the gamified workshops lead to a
Schedule of a gamified workshop
higher increase of the SCCT constructs for people
without a background in logistics than for people Gamified workshop Game elements
who are already in a logistics training. Therefore, 09:45 - Measurement
it is investigated if there is a difference between
10:00 1 (M1)
respondents with a logistics focus such as students
in a specialized logistics study program and 10:00 - Interactive Time constraint,
without a logistics focus such as students in 11:00 lecture storytelling
general education or career changers without 11:00 - Augmented Time constraint, avatar,
logistics background, leading to H7. 11:30 reality game: storytelling
H7: Respondents without logistics education Logistify
have a higher increase of the values of the 11:30 - “Career Storytelling
constructs from M1 to M2 than respondents with 12:00 Activity”
a logistics focus. 13:00 - Interactive Storytelling, time
14: 45 lecture, Job constraint
3. Method apps &
gamification
We studied the effects of gamified workshops 15:00 – Dragons’ Den: Storytelling, time
with quantitative methods using a non- 16:00 Logistics jobs constraint
experimental study. For this study, a one-group-
in future
pre-test-post-test-design was used. The research
design was chosen based on previous studies Dragons’ Den
which demonstrated the positive effects of 16:00 - Closing,
gamification in experiments comparing non- 16:30 award
gamified and gamified treatments [15, 36, 37]. ceremony &
First, a pre-test measurement (M1) was completed Measurement
by the participants, then the treatment in form of (M2)
a gamified workshop took place followed by the Leaderboard, points,
post measurement (M2). We did not include a Whole day (in each immediate feedback,
control group following the results of previous
exercise) clear goals, competition &
studies showing the validity of a pre-post-test
cooperation
design without a control group in gamification
research [36–38].
127
3.2. Data collection used to test differential hypotheses. Based on the
primary data the distribution of the mean values
of the constructs was calculated. Given the scales
Aiming to evaluate the differences of the
that were used, the respective sample sizes and the
interest towards logistics professions before and
distribution of the data (a Kolmogorov–Smirnov
after a gamified workshop, primary data of the
led to skewed distributions), it was decided to use
workshop participants was collected using a
non-parametric tests that make no specific
written questionnaire. We developed a
assumptions about the sample parameters.
questionnaire based on the SCCT study of
Following the suggestions from [41], Wilcoxon
Cunningham et al. [21] using the theoretical
signed-rank tests were used for matched pairs of
model and the metrics for measuring the SCCT
observations such as between M1 and M2 and
constructs as a basis. Multi-item scales based on
Mann–Whitney U test was used for independent
the work of [21], [25, 28], [39] and [40] were used
samples in the same distribution (e.g.
to create the questionnaire. The items for the
comparisons without or with logistics focus).
constructs can be found in the Appendix in
This study employed Cronbach’s Alpha and
Table 5.
composite reliability to draw conclusions that suit
The answers of the respondents regarding the
the research context in the best way possible. The
items were evaluated using a 7- point Likert scale.
analysis results indicated that the satisfactory
We recoded the (partly reverse coded) items to fit
level of reliability has been met since the
with the [1] totally disagree to [7] totally agree.
Cronbach’s Alpha coefficient and composite
Apart from the demographic characteristics,
reliability values of all variables except the
closed questions were used in the standardized
construct external barriers are all larger than 0.7
survey. The questionnaire contained several items
[42]. External barriers was accepted with a lower
per construct as defined in the SCCT. For the
alpha of 0.621 following [43] indicating an
evaluation of the results, we considered the
acceptable internal consistency for research in
constructs as a unit using the mean values of the
earlier, exploratory stages such as the underlying
items.
study. Thus, the reliability of the used scale
The data collection was conducted during
generally fits with the scientific standards. Table
gamified workshops that took place between
5 in the Appendix summarizes Cronbach’s Alpha
September 2019 and March 2020 in Austria. A
and composite reliability of the constructs.
total of 160 people participated in the gamified
workshops. The sample of people who
participated was drawn among the population 4. Results and discussion
who is currently intensively engaged in career
choice decisions. The participants include high In this section, the results of the study are
school and upper school students, university presented and discussed, the defined hypotheses
students, as well as people of adult education in are tested and supported or rejected. Table
the career change process. In the analyses of the 2Error! Reference source not found.
data in section 4, the number of the total sample summarizes the demographic characteristics
per analysis is sometimes smaller than 160. This (1) gender, (2) age, (3) highest educational level
results from missing responses in parts of the and (4) whether respondents are in a training with
questionnaires. a logistics focus or without.
3.3. Data analysis Table 2
Demographic characteristics of the respondents
For the data analysis the content of the (n= 160)
questionnaires was transferred into a data set to Category Characteristics n
enable the evaluation using a statistical software. Gender Male 67 (42%)
Questionnaires of the pre- and posttest Female 92 (58%)
measurement that belong together were identified Age <19 90 (56%)
by the unique code consisting of the first name 20-23 27 (17%)
and the month of birth. We used the software 24-39 28 (18%)
SPSS v27 for our data analysis. 40-55 14 (9%)
The primary data was analyzed using
56-74 1 (1%)
descriptive statistics and inferential statistics was
128
Educational Vocational 14 (9%) background. Respondents without a logistics
level school focus had an increase of the values of all
University 37 (23%) constructs after the gamified workshop.
High school / 95 (60%) The results found a positive development for
Upper school the group of respondents without a logistics focus.
Grammar school 2 (1%) Five out of the six constructs had a significant
Other 10 (6%) increase between M1 and M2. External support
improved by .28 (p < .01), external support by .29
Logistics No 111 (69%)
(p<.01), self-efficacy by .46 (p=.022), outcome
focus
expectation by .20 (p <.01) and vocational interest
Yes 49 (31%) grew by .46 (p<.01) after the gamified workshop.
Even if the construct of choice goal climbed up by
Table 3 specifies the results for the .13 in M2, the increase was not significant with p
hypotheses 1-6 including mean value, standard =.139.
deviation, significance as well as information if For the respondents who are already in a
the hypotheses was supported or rejected. Five out logistics training, the values suggest mixed
of six hypotheses were supported. The evaluation results. External barriers could be slightly
of external barriers (H1) has significantly improved by .07 (p=.262), external support rose
improved from M1 (µ = 4.78) to M2 (µ = 5.01). by .23 (p=.062) and vocation interest grew by .07
External support including previous knowledge (p=.406). Self-efficacy and choice goals remained
and personal contacts significantly increased from stable with an increase of .02 (p=.789) an .03
M1 (µ = 4.04) to M2 (µ = 4.29), leading to support (p=.821). Outcome expectation found a little drop
H2. Outcome expectations significantly increased by .07 (p=971). None of the results in the group
from µ = 5.22 up to µ = 5.55 after the gamified of respondents with a logistics focus are
workshops, thus H3 is supported. Self-efficacy significant. Indeed, out of the 160 respondents, 49
(H4) significantly increased from M1 (µ = 5.40) had a training with logistics focus, leading to a
to M2 (µ = 5.52). Vocational interest in the lower reliability of the results in particular in this
logistics industry significantly increased after the group.
gamified workshop from µ = 4.39 up to µ = 4.74, Based on the results of Table 4, we can accept
therefore H5 is supported. The intention to enter H7 and confirm that the effect of the gamified
the logistics sector (H6), which is referring to workshops was higher in the group of people
choice goals, improved from µ = 3.83 before the without logistics background than those already in
gamified workshop up to µ = 3.94 after the a logistics training.
gamified workshop without significance.
Table 4
Table 3 Results for hypothesis 7
Results for hypotheses 1-6 M1 M2
Hypo- M1 M2 Signifi- Supported/ Hypotheses ∆ M1 to M2
µ, (σ) µ, (σ)
theses µ, (σ) µ, (σ) cance rejected Logistics focus
H1 4.78 5.01 Yes supported
H1 5.04 5.11 .07
(.98) (.99) p < .01
(1.02) (1.15)
H2 4.04 4.29 Yes supported
H2 5.32 5.45 .23
(1.52) (1.44) p < .01
(1.06) (0.92)
H3 5.22 5.55 Yes supported
H3 5.99 6.01 .02
(1.22) (1.08) p < .01
(0.82) (0.86)
H4 5.40 5.52 Yes supported
H4 6.12 6.02 - .10
(1.19) (1.29) p < .05
(0.87) (1.06)
H5 4.39 4.74 Yes supported
H5 6.17 6.24 .07
(2.02) (1.88) p < .01
(1.06) (.90)
H6 3.83 3.94 No rejected
H6 3.93 3.96 .03
(.68) (.65) p = .146
(0.64) (0.72)
Without logistics focus
Table 4 summarizes the results for
hypothesis 7 which investigates differences H1 4.68 4.96 .28
between respondents with and without a logistics (.95) (.92)
129
H2 3.54 3.83 .29 help to reduce the lack of personnel and attract
(1.38) (1.35) people to the sector.
H3 4.91 5.37 .46 For the quantitative survey, we used a pre-
(1.21) (1.10) post-test study design based on the SCCT of [21]
H4 5.12 5.32 .20 with 160 respondents. The constructs of the SCCT
(1.19) (1.33) improved after the gamified workshops, with five
H5 3.68 4.14 .46 out of six constructs having a significant increase.
(1.87) (1.83) The pre- and post-comparison showed that after
H6 3.79 3.92 .13 the gamified workshops, a significant increase
(0.69) (0.62) could be achieved for five out of six constructs of
the SCCT. External support, outcome
Even if respondents who have completed expectation, self-efficacy, vocational interest
training with a logistics focus have only slightly significantly increased after the workshops and
changed their interest, they realize a higher external barriers such as the fear of being
interest (µ = 6.24) in a job in the logistics industry discriminated or not treated equally in the sector
compared to respondents without logistics focus significantly decreased.
(µ = 4.14). The intention to enter the logistics This study has several limitations leading to
sector could only be somewhat improved in M2 ideas for future research. The sample of 160
for respondents who had completed a training respondents, partly divided into smaller groups
with a logistics focus, leading to a level of choice based on demographic characteristics leads to a
goals on a similar level compared to respondents major room for improvement. Moreover, the
without training with a logistics focus (µ = 3.96 calculation of a structural equation model (SEM)
vs. µ = 3.92). for the SCCT should be included in future
The highest increase in the group of research. Before conducting an exploratory factor
respondents in a logistics training was external analysis or SEM, the items of the constructs’
support with plus .23 after the workshop. In the external barriers, vocational interest and choice
group of respondents with a logistics focus, the goals should be expanded to achieve a higher
highest increase of .46 was allied to self-efficacy validity.
and vocational interest, indicating that the Other ideas for future research are that further
workshop design enhances people’s beliefs about studies could investigating the effects of the
their own capabilities to be skilled for the logistics variation of different game elements. In addition
sector. to conducting an experiment with the use of a
It is noticeable that the interest in the logistics control group, it is also worth considering
sector (vocational interest) is assessed with a conducting a longitudinal study. The topic of
higher average score (µ = 4.74 vs. µ = 3.94) than external barriers is not explicitly addressed in the
the intention to enter the logistics (career choice gamified workshops. It would be of interest to
goals) sector. This was observed in both M1 and explicitly address external barriers during the
M2. Further research could investigate if and why workshop and investigate if the workshops helped
a higher interest leads to lower choice goals. to further reduce the barriers. Due to the longer
Self-efficacy is the construct with highly period, this can help to deliver more reliable
positive evaluations both before and after the results and reveal changes and developments. In
workshops. Based on this high self-efficacy, it is addition, a scientific investigation of gamified
concluded that occupations in the logistics sector workshops regarding their effectiveness in other
are not perceived as too difficult for a possible areas is possible. Due to the positive success in the
entry. logistics sector, gamified workshops can also be
used in other sectors after adapting the content to
5. Conclusion the area of application to identify whether they
lead to similar results.
Among other reasons, a low attractiveness and
a lack of knowledge regarding (green) job 6. Acknowledgements
opportunities resulted in a personnel shortage in
the logistics sector. This study shows that This research is funded by viadonau through
gamified workshops positively changed peoples’ the research cooperation REWWay.
view regarding logistics jobs and could therefore
130
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8. Appendix
For the assessment of the questionnaire, we used a 7-point Likert scale ranging from totally
disagree (1) to totally agree (7). In addition, we included the demographic statistics (1) gender,
(2) school type/education type, (3) logistics focus and (4) age in the survey which are not listed in
Table 5.
Table 5
Measurement scales.
Construct Items Source
(1) It is possible I will be treated differently within the logistics sector because of
my demographics (e.g., age, sex, race)
(2) I anticipate facing discrimination in the logistics sector based on my
External demographics (e.g., race, sex, age)
barriers (3) I do not foresee being treated differently in the logistics sector based on my
[21, 40]
(α: 0.621) demographic characteristics (e.g., age, sex, race) (reverse scored)
(CR: 0.634) Within the context of the logistics sector, I feel as if I would...
(4) … be promoted quickly (reverse scored),
(5) … have a hard time advancing in the profession
(6) … have several opportunities for career advancement (reverse scored)
(1) I have sufficient previous experience to enter the logistics sector
External (2) I have the training to enter the logistics sector
support (3) My educational background has prepared me for a job in the logistics sector.
[21, 39]
(α: 0.822) (4) I feel as if I have sufficient contacts to help me in entering the logistics sector
(CR: 0.825) (5) I do not have the contacts to help me earn a job in the logistics sector (reverse
scored)
Self-efficacy (1) I have self-assurance that I could earn a position within the logistics sector
(α: 0.888) (2) I am capable of learning the skills needed for a job in the logistics sector [21]
(CR: 0.835) (3) I am confident I could successfully work within the logistics sector
Vocational (1) Entering the logistics sector following graduation is something that interests
interest me
[21]
(α: 0.785) (2) I have no interest working in the logistics sector once I graduate (reverse
(CR: 0.890) scored)
Entering the logistics sector would mean…
Outcome (1) ...satisfaction from being in this profession.
expectations (2) … a good salary [21, 25,
(α: 0.931) (3) ... get respect from other people 28]
(CR: 0.933) (4) ... go into a field with high employment demand
(5) ... do exciting work
Choice goals (1) I intend to enter the logistics sector following graduation
(α: 0.985) (2) I intend to work somewhere other than the logistics sector following [21]
(CR: 0.902) graduation (reverse scored)
α: Cronbach’s Alpha
CR: Composite Reliability
134