An Investigation of the Career Decision-Making Processes of Graduate Piano Students

The purpose of this study was to determine if discernible profiles regarding musical background, career decision-making dimensions, and vocational identity existed among students pursuing a graduate degree in (a) piano performance, (b) piano pedagogy, and (c) collaborative piano. Participants (N = 69) were graduate piano students enrolled at universities located in 20 states. No significant differences were found between each subgroup with respect to the twelve dimensions representing the Career Decision-Making Profile or the composite scores derived from the Vocational Identity Scale. An analysis of data comprising the Career Decision-Making Profile indicated that as whole, participants were quite thorough when collecting and organizing information. Participants consulted with others during different stages of the decision-making process, although they took personal responsibility for their decisions, rather than asking others to make the decision for them. They tended not to delay the decision-making process, but devoted an appropriate amount of time and mental effort into making their final decision. In terms of vocational identity, participants indicated they had a relatively clear and stable picture of their goals, interests, and talents. Discernible profiles were found among the three subgroups in regards to future career plans and factors influencing choice of university and degree program. Piano performance and piano pedagogy majors indicated a desire to teach full-time after graduation, while collaborative piano students planned to coach singers, work as a staff accompanist, and perform regularly in a chamber music ensemble. Both piano performance and piano pedagogy majors indicated the reputation of the piano faculty played a strong influence when choosing a college, whereas collaborative piano students were mostly influenced by the availability of scholarships and assistantships. When asked what influenced their choice of degree program, piano performance and collaborative piano majors indicated a love of playing. Piano pedagogy majors were mostly influenced by a love of teaching.