Motivation for Enrolling in Business Management at ICMS

ICMS Assessment Cover Sheet
(模拟 for submission: Signed declaration of originality and adherence to academic integrity policies. Word count: 1025, excluding TOC, references, and appendices.)

Executive Summary

This reflective report explores my motivations for enrolling in the Business Management degree at the International College of Management, Sydney (ICMS). Drawing from personal experiences in high school extracurriculars and part-time work, I identify key factors such as a passion for leadership, family influences, and aspirations for future career success. The report examines these through three sub-headings, each supported by a relevant academic source. Research was conducted using credible databases like EBSCO, focusing on recent studies in business education and career development. Key findings highlight how personal strengths align with the degree’s focus on practical skills and industry readiness. In conclusion, this degree represents a strategic step towards achieving professional goals in a dynamic business environment. Limitations include the reflective nature, which is subjective, but it underscores the importance of self-awareness in academic choices.

Table of Contents

1. Executive Summary – Page 1
2. Introduction – Page 1
3. Body/Findings – Page 2
   3.1 Passion for Leadership from Extracurricular Experiences – Page 2
   3.2 Family Influence and Entrepreneurial Heritage – Page 3
   3.3 Aspiration for Career Success in a Global Market – Page 4
4. Conclusion – Page 5
5. References – Page 6

Introduction

Enrolling in the Business Management degree at ICMS marks a significant milestone in my educational journey, driven by a blend of personal experiences, interests, and long-term goals. This report reflects on what motivated me to pursue this path, linking my background to the degree’s emphasis on practical business skills and leadership. My decision stems from high school involvement in team projects and a part-time job in retail, which sparked an interest in management dynamics. The purpose of this report is to explore these motivations under three key sub-headings: passion for leadership, family influence, and career aspirations. Each section will include personal reflection tied to a relevant academic source, demonstrating how these factors relate to my chosen field. By examining these elements, the report highlights the alignment between my strengths and the demands of business studies, ultimately aiming to illustrate how this degree serves as a foundation for future success.

Body/Findings

Passion for Leadership from Extracurricular Experiences

One of the primary motivations for choosing Business Management was my high school involvement in extracurricular activities, particularly leading a school fundraising event. Organising a charity fair taught me the thrill of coordinating teams and solving problems on the fly, which ignited a genuine interest in leadership roles. I remember the satisfaction of seeing our efforts raise over $2,000 for local causes—it wasn’t just about the money, but about motivating others and turning ideas into action. This experience made me realise that business studies could build on these skills, offering tools to manage people and projects effectively. It’s not something I stumbled into; it felt like a natural fit, especially since I’ve always enjoyed taking charge in group settings rather than following along.

This passion aligns with research on how early leadership experiences shape career choices in business. For instance, a study by Nguyen and Nguyen (2021) explores how extracurricular involvement fosters entrepreneurial mindsets among students, emphasising that such activities enhance self-efficacy and decision-making skills. They argue that “participation in leadership-oriented extracurriculars significantly correlates with interest in management education” (Nguyen & Nguyen, 2021, p. 145). In my case, this rings true—the event not only boosted my confidence but also showed me the real-world application of business principles like planning and teamwork. Reflecting on this, I see the degree as a way to formalise these informal lessons, preparing me for roles where leadership is key. Without that high school memory, I might not have recognised my strength in this area, making it a pivotal motivator.

Family Influence and Entrepreneurial Heritage

Family has played a huge role in steering me towards Business Management, with my parents running a small cafe in Sydney for over a decade. Growing up, I watched them juggle finances, customer service, and staff management, often helping out after school. There was this one time during a busy holiday season when we nearly ran out of supplies, and I saw my dad negotiate with suppliers on the spot—it was chaotic but eye-opening. This exposure wasn’t just background noise; it sparked my curiosity about how businesses operate and survive in competitive markets. My parents’ stories of starting from scratch, despite challenges like economic downturns, inspired me to learn more structured approaches to entrepreneurship, which is why I chose this degree.

This family-driven motivation connects to broader themes in business literature, particularly how familial influences shape educational and career paths. Research by Discua Cruz et al. (2020) examines family entrepreneurship in Australian contexts, noting that “exposure to family business operations often motivates the next generation to pursue formal management training to innovate and sustain legacies” (Discua Cruz et al., 2020, p. 112). Their findings resonate with my situation, as helping in the cafe highlighted gaps in my knowledge, like strategic planning, that a degree could fill. It’s not about copying their path exactly, but building on it—perhaps even expanding the family business one day. This influence feels personal and grounding, pushing me to enrol in a program that values real-world application over pure theory.

Aspiration for Career Success in a Global Market

Looking ahead, my desire for a successful career in an increasingly global business landscape was a major push towards this degree. After finishing high school, I did some volunteer work with a local startup hub, where I learned about international trade and digital marketing. A memorable moment was attending a workshop on global supply chains, which made me realise how interconnected the world is—something a retail job back home couldn’t fully show. This sparked an ambition to work in dynamic fields like international business, where I could travel and tackle complex challenges. The ICMS program, with its focus on global competencies, seemed like the perfect stepping stone, aligning with my goal of not just getting a job, but building a meaningful career.

This aspiration is supported by studies on career motivations in business education. For example, Jackson (2019) investigates employability skills in Australian higher education, stating that “students motivated by global career prospects often select degrees emphasising international perspectives, leading to higher job satisfaction and adaptability” (Jackson, 2019, p. 78). Her research, based on surveys of business graduates, underscores how such motivations drive enrolment and long-term success. For me, this means the degree isn’t just a qualification; it’s a toolkit for navigating a job market that’s all about innovation and cross-cultural skills. Reflecting on this, it’s clear that without these forward-looking goals, my choice might have been different—it’s about turning potential into reality.

Conclusion

In summary, my decision to enrol in Business Management at ICMS stems from a passion for leadership honed through extracurriculars, strong family influences from my parents’ entrepreneurial ventures, and aspirations for global career success. These motivations, reflected upon through personal experiences and supported by academic sources, illustrate how my strengths and interests align with the degree’s practical focus. Overall, this choice represents a deliberate step towards personal and professional growth, bridging past experiences with future opportunities. Moving forward, I anticipate this program will equip me with the skills to thrive in business, perhaps even contributing to family endeavors or international roles. It’s a reminder that education is most effective when it connects deeply with one’s own story.

References

• Discua Cruz, A., Hamilton, E., & Jack, S. L. (2020). Understanding entrepreneurship in the family business context: A systematic literature review. International Small Business Journal: Researching Entrepreneurship, 38(2), 103-127. https://doi.org/10.1177/0266242619877054
• Jackson, D. (2019). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 78(1), 75-92. https://doi.org/10.1007/s10734-018-0328-9
• Nguyen, T. T., & Nguyen, T. D. (2021). The impact of extracurricular activities on university students’ entrepreneurial intention: Evidence from Vietnam. Journal of Asia Business Studies, 15(1), 133-151. https://doi.org/10.1108/JABS-04-2020-0130