This paper looks to study how adult third culture kids (ATCKs) perceive that their childhood international experience is linked to their career interests and choices in later adult life.
This qualitative study is based on 34 semi-structured interviews analyzed using qualitative content analysis. The authors adopted social cognitive career theory as a theoretical framework for the work.
The findings indicate that regardless of the ATCKs field of expertise, their international childhood links to various international exposures and work experiences already in their early career. ATCK background can also be interpreted as an essential facet that promotes significant interest towards international roles, work tasks and careers because they are familiar with a globally mobile lifestyle. A global childhood was represented as a phenomenon that fosters stress tolerance, and ATCKs' unique international capabilities were perceived as an advantage for employment. The authors also found that they tended to set high goals for themselves in terms of education and career, in order to pursue high-end international positions.
ATCKs' value interpretations of their strengths, skills and knowledge highly relate to working in an international setup. When applying for jobs, ATCKs could find it beneficial to highlight their early international experiences and explain why this is valuable experience for organizations that are seeking highly educated, globally competent, and flexible employees. Also, information about ATCKs could be included in international business course curricula, in order to foster an increased recognition of the value and benefits of hiring individuals with a TCK background.
This paper is the first qualitative study which empirically examines ATCKs' longer term career interests and career decisions among individuals with adult work experience. This study contributes to the knowledge about how early life international experiences are interpreted in the context of work-life decisions from a social cognitive perspective.
