Revised expected outcomes: essential for attracting Tasmanian students to careers in agricultural science

This research qualitatively explores the career choices of Tasmanian university students currently studying a Bachelor of Agricultural Science degree. Essential contributors to students choosing agricultural science as their preferred university course were interventions in key decision-making years that revised expectations around what a career in agriculture could involve. Effective interventions included exposure to information through advisory roles, and exposure to holistic experiences of farm businesses. The choice to study agricultural science was consistently influenced by expected job security and flexibility, and for many students also relied on the realisation that existing skills could be used, goals fulfilled and/or interests pursued through this career path. Our paper describes how interventions that revise expected outcomes about a career in agriculture can overcome the barriers of previous negative learning experiences, the negative public image of agriculture, and the widespread misperception that only a low level of ability is required to pursue this career path.