A qualitative interview-based pilot study of discipline selection narratives by undergraduate science students: in search of “aha” moments and “bottlenecks”

Having “aha” moments while learning a new skill or seeing the big picture may be an experience to which many can relate. It inspired our exploratory study of discipline selection processes in the sciences. This preliminary pilot study targeted the following questions: (1) What drives science students to select their disciplines? (2) Does experiencing “aha” moments play a role in discipline selection? (3) What are bottlenecks, and do they play a role in influencing science students’ academic paths? Data collection was carried out using peer-administered open-ended narrative interviews presented to student participants as reflective practice. Based on fourteen interviews from seven participants the drivers of science discipline selection aligned with factors identified by social cognitive career theory, including interest, motivation and environmental effects. The “aha” moment identified in the study affected student discipline choice. The bottlenecks, including curriculum quality and family pressures, emphasized the availability of faculty and the quality of student-faculty interactions as key discipline selection factors. This preliminary work has increased the understanding of student discipline selection and the role faculty play in student experiences of higher education.