Career resources among higher education students: a mixed-method study

Sílvia Monteiro; Leandro  S. Almeida; Tania  Gómez Sanchez; Nuria  Rebollo Quintela; Manuel Peralbo Uzquiano

doi:10.5944/educxx1.31544

Autores/as

Sílvia Monteiro Universidade do Minho, Portugal https://orcid.org/0000-0002-5236-2711
Leandro S. Almeida Universidade do Minho, Portugal http://orcid.org/0000-0002-0651-7014
Tania Gómez Sanchez Universidade da Coruña, Spain https://orcid.org/0000-0002-1940-000X
Nuria Rebollo Quintela Universidade da Coruña, Spain https://orcid.org/0000-0001-9026-0794
Manuel Peralbo Uzquiano Universidade da Coruña, Spain https://orcid.org/0000-0002-0013-3423

DOI:

https://doi.org/10.5944/educxx1.31544

Palabras clave:

recursos de carrera, empleabilidad, enseñanza universitaria, investigación con métodos mixtos

Resumen

Las universidades han sido cuestionadas por su contribución al desarrollo de la empleabilidad de su alumnado. Este tema es particularmente relevante por la incertidumbre que genera el mercado laboral, especialmente para la juventud, acentuado por la crisis pandémica de la Covid-19. Con este punto de partida, se realiza una conceptualización de los recursos de carrera, configurados por un conjunto de factores que inciden en el desarrollo profesional: los recursos relativos al capital humano, al capital social, psicológicos y los relacionados con la identidad. Seguidamente, se establece como propósito de la investigación explorar el desarrollo de los recursos de carrera y analizar la perspectiva del alumnado universitario sobre la contribución de sus estudios para conseguir sus metas profesionales. Para ello se realizó un análisis mixto exploratorio secuencial. Se aplicó el cuestionario de recursos de carrera a 339 estudiantes de educación superior de una universidad pública española y se realizaron 18 entrevistas. Los resultados obtenidos muestran que los recursos de carrera son generalmente trabajados y desarrollados en los estudios universitarios de grado. Asimismo, se han identificado algunas dimensiones que presentan una mayor debilidad, como el conocimiento de las oportunidades de futuro en su entorno próximo; y la conexión entre sus características individuales y las experiencias educativas en el desarrollo de los recursos de carrera. Por tanto, este trabajo contribuye a identificar aquellos recursos profesionales específicos que necesitan una mayor atención en la enseñanza universitaria y supone un punto de partida para continuar la investigación en otras instituciones de educación superior en intervenciones, en términos curriculares, pedagógicos y de orientación para la carrera y poder ampliar el conocimiento en este sentido.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Bennion, A., Scesa, A., & Williams, R. (2011). The benefits of part-time undergraduate study and UK Higher Education policy: A literature review. Higher Education Quarterly, 65(2), 145–163. https://doi.org/10.1111/j.1468-00482.x

Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31–44. https://doi.org/10.1080/07294360802444347

Brine, J., & Waller, R. (2004). Working-class women on an access course: Risk, opportunity and (re)constructing identities. Gender and Education, 16(1), 97–113. https://doi.org/10.1080/0954025032000170363

Chan, Z., Fung, Y., & Chien, W. (2015). Bracketing in Phenomenology: Only undertaken in the data collection and analysis process. The Qualitative Report, 18, 1–9. https://doi.org/10.46743/2160-3715/2013.1486

Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133–147. https://doi.org/10.1177/1469787415574050

Creswell, J. W., & Creswell, J. D. L. A. (2018). Research design: qualitative, quantitative & mixed methods approaches. Sage.

Dacre Pool, L., & Sewell, P. (2007). The key to employability: developing a practical model of graduate employability. Education + Training, 49(4), 277–289. https://doi.org/10.1108/00400910710754435

Díaz-Iso, A., Eizaguirre, A., & García-Olalla, A. M. (2020). Una revisión sistemática del concepto de actividad extracurricular en Educación Superior. Educación XX1, 23(2). https://doi.org/10.5944/educxx1.25765

di Meglio, G., Barge-Gil, A., Camiña, E., & Moreno, L. (2019). The impact of internships on job attainment: An applied analysis of economics and business administration degrees. Educacion XX1, 22(2), 235–266. https://doi.org/10.5944/educxx1.22579

Edwards, M. (2014). The impact of placements on students’ self-efficacy. Higher Education, Skills and Work-Based Learning, 4(3), 228–241. https://doi.org/10.1108/HESWBL-05-2014-0015

Eimer, A., & Bohndick, C. (2021). How individual experiential backgrounds are related to the development of employability among university students. The Journal of Teaching and Learning for Graduate Employability, 12(2), 114–130. https://doi.org/10.21153/jtlge2021vol12no2art1011

Erola, J., Jalonen, S., & Lehti, H. (2016). Parental education, class and income over early life course and children’s achievement. Research in Social Stratification and Mobility, 44, 33–43. https://doi.org/10.1016/j.rssm.2016.01.003

Eurostat. (2021). Education and Training 2020 Bruselas: Eurostat.

García-Aracil, A., Monteiro, S., & Almeida, L. S. (2018). Students’ perceptions of their preparedness for transition to work after graduation. Active Learning in Higher Education, 22(1), 1–14. https://doi.org/10.1177/1469787418791026

Haenggli, M., & Hirschi, A. (2020). Career adaptability and career success in the context of a broader career resources framework. Journal of Vocational Behavior, 119, 103414. https://doi.org/10.1016/j.jvb.2020.103414

Healy, M., Hammer, S., & McIlveen, P. (2020). Mapping graduate employability and career development in higher education research: a citation network analysis. Studies in Higher Education, 7(4), 799-811. https://doi.org/10.1080/03075079.2020.1804851

Hilts, A., Part, R., & Bernacki, M. L. (2018). The roles of social influences on student competence, relatedness, achievement, and retention in STEM. Science Education, 102(4), 744–770. https://doi.org/10.1002/sce.21449

Hirschi (2017). Your Career Resources. Workbook for in-depth knowledge on the Career Resources Questionnaire. Student version. http://bit.ly/3fYtbol

Hirschi, A., Nagy, N., Baumeler, F., Johnston, C. S., & Spurk, D. (2018). Assessing key predictors of career success. Journal of Career Assessment, 26(2), 338–358. https://doi.org/10.1177/1069072717695584

Hirudayaraj, M. (2011). First-generation students in higher education: Issues of employability in a knowledge based economy. Online Journal for Workforce Education and Development, 5(3), 1–10.

Jackson, D. (2016). Re-conceptualising graduate employability: the importance of pre-professional identity. Higher Education Research and Development, 35(5), 925–939. https://doi.org/10.1080/07294360.2016.1139551

Jackson, D., & Wilton, N. (2017). Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics. Higher Education Research & Development, 36(4), 747-762. https://doi.org/10.1080/07294360.2016.122

Jackson, D., & Bridgstock, R. (2020). What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work. Higher Education. https://doi.org/10.1007/s10734-020-00570-x

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2

Monteiro, S., Almeida, L. S., Gomes, C., & Sinval, J. (2020). Employability profiles of higher education graduates: a person-oriented approach. Studies in Higher Education, 47(3), 499-512. https://doi.org/10.1080/03075079.2020.1761785

Monteiro, S., Almeida, L. S., & García-Aracil, A. (2020). “It’s a very different world”: Transition to work and perceived employability of Higher Education graduates. Higher Education, Skills and Work-Based Learning, 11(1), 164–181. https://doi.org/10.1108/HESWBL-10-2019-0141

Munson, W. W., & Savickas, M. L. (1998). Relation between leisure and career development of college students. Journal of Vocational Behavior, 53(2), 243–253. https://doi.org/10.1006/jvbe.1998.1616

Pan, J., Zaff, J. F., & Donlan, A. E. (2017). Social support and academic engagement among reconnected youth: Adverse life experiences as a moderator. Journal of Research on Adolescence, 27(4), 890–906. https://doi.org/10.1111/jora.

Phillips, S. D., Blustein, D. L., Jobin-Davis, K., & White, S. F. (2002). Preparation for the school-to-work transition: The views of high school students. Journal of Vocational Behavior, 61(2), 202–216. https://doi.org/10.1006/jvbe.2001.1853

Potts, D. (2015). Understanding the early career benefits of learning abroad programs. Journal of Studies in International Education, 19(5), 441–459. https://doi.org/10.1177/1028315315579241

Qenani, E., MacDougall, N., & Sexton, C. (2014). An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment. Active Learning in Higher Education, 15(3), 199–213. https://doi.org/10.1177/1469787414544875

Sin, C., Tavares, O., & Amaral, A. (2019). Accepting employability as a purpose of higher education? Academics’ perceptions and practices. Studies in Higher Education, 44(6). https://doi.org/10.1080/03075079.2017.1402174

Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: A clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268–274. https://doi.org/10.1111/j.1365-2753.2010.01434.x

Timonen, V., Greene, J., & Émon, A. (2021). ‘We’re Meant to Be Crossing Over … but the Bridge Is broken’: 2020 University Graduates’ Experiences of the Pandemic in Ireland. Young, 29(4), 349-365. https://doi.org/10.1177/11033088211004792

Tomlinson, M. (2017a). Forms of graduate capital and their relationship to graduate employability. Education and Training, 59(4), 338–352. https://doi.org/10.1108/ET-05-2016-0090

Tomlinson, M. (2017b). Graduate employability in context. In M. Tomlinson, & L. Holmes (Eds.), Graduate Employability in Context: Theory, Research and Debate. Springer. https://doi.org/10.1057/978-1-137-57168-7

Tuononen, T., Parpala, A., & Lindblom-Ylänne, S. (2019). Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life. Assessment & Evaluation in Higher Education, 44(4). https://doi.org/10.1080/02602938.2018.1524000

Úbeda, M., Cabasés, M. À., Sabaté, M., & Strecker, T. (2020). The deterioration of the Spanish youth labour market (1985–2015): An interdisciplinary case study. Young, 28(5), 544–563. https://doi.org/10.1177/1103308820914838

Vanhercke, D., de Cuyper, N., Peeters, E., & de Witte, H. (2014). Defining perceived employability: A psychological approach. Personnel Review, 43(4), 592–605. https://doi.org/10.1108/PR-07-2012-0110

Yvonne Feilzer, M. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods Research, 4(1), 6–16. https://doi.org/10.1177/1558689809349691