Careers have shifted from stable, linear progressions to dynamic, individualized journeys shaped by social, technological, and organizational change. This thesis examines how engineering students and early-career engineers experience career development during key transitions: from entering university to entering the workforce. 

Guided by Social Cognitive Career Theory and the Systems Theory Framework, it situates career development within problem-based learning (PBL) environments, which emphasize collaboration and self-directed learning. A mixed-methods design integrates Q methodology, group interviews, and life history interviews across three interconnected studies. Study I explores first-year students’ career values, Study II investigates master’s students’ aspirations, and Study III follows graduates reflecting on their early careers.

Findings point to challenges in career awareness, reflection, and connecting education to practice, while underscoring the importance of self-efficacy, internships, networks, and hands-on experience. The research refines career theories by showing how educational contexts actively shape career thinking. It calls for structured career interventions, reflection opportunities, and flexible pathways within engineering education. These measures can better prepare students for complex, evolving career landscapes.