A transição universidade-trabalho na perspectiva do egresso: impactos da trajetória acadêmica

Abstract

The present study aimed to evaluate the impacts of the experiences lived throughout the academic trajectory in facing the transition from university to the world of work in the perception of the egresses, based on the Individual Transition Model developed by Anderson, Goodman, and Schlossberg. This model offers a systematic and temporal structure for identifying the elements involved in the transition process that is appropriate for the objectives proposed in this paper. The data were collected in 2020 through an online questionnaire and are part of the Institutional Evaluation Program of the Universidade Federal da Bahia - Ufba. The sample is composed of 710 egresses of undergraduate courses from the years 2016 and 2017. The present thesis is structured in the format of a set of articles. Three studies were conducted seeking to evaluate the relationship between academic trajectory and transition to work. Article one, of a qualitative and exploratory nature, sought to identify aspects of the trajectory perceived by graduates as facilitators and hindrances of the transition, through two open-ended questions. Data were analyzed using the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (Iramuteq) using the Descending Hierarchical Classification (DHC). The main facilitators identified were: participation in internships and extracurricular activities; the name of the institution in the diploma and in the market; support networks and personal resources. Among the constraints emerged: academic bias of the training; disconnection of the course with the market; dissatisfaction with the professional choices; and difficulty in time management to perform the extracurricular activities. Article two, quantitative and cross-sectional, aimed to assess the predictive power of transition self-efficacy on transition success, using two scales: Autoeficácia na Transição para o Trabalho (AETT-Br) and Sucesso na Transição Universidade-Trabalho (ESTUT). Descriptive statistical analyses and multiple linear regressions were performed using the Statistical Package for the Social Sciences (SPSS). The results indicate moderate transition self-efficacy, with a higher average for job adjustment and, in general, the graduates perceive themselves as successful. However, there is a greater perception of subjective success (insertion and job satisfaction; confidence in the future of the career; adaptation to work) than objective (remuneration and financial independence). The regression results indicate a significant influence of the AETT factors on all the ESTUT factors, with the fator self-efficacy in emotional regulation appearing as the main predictor of Job Placement and Satisfaction, Confidence in Future Career, and Compensation and Financial Independence. Article three, quantitative and cross-sectional, had the objective of evaluating the success in the university-work transition, seeking to identify possible predictors of success associated with training and the experience of the transition, as well as to verify differences and similarities in the perceptions of quota and non-quota alumni. Success in the transition was evaluated using the University-Work Transition Success Scale (ESTUT). The results indicate that, in general, the former students perceive themselves as successful in the transition, but there is a greater perception of subjective success than of objective success. With regard to quota students, the perception of success is lower and shows significant differences. As for the predictors, feeling satisfied with the chosen profession appears as the main predictor of the subjective dimension of success, while the objective dimension is better explained by the way the graduate deals with the transition. Based on the three articles, it is possible to state that the experiences lived throughout the academic trajectory have a marked impact on the alumni's perception of the university-work transition. In this sense, institutions need to invest in more connected curricula with the competencies required by the world of work and in career counseling and monitoring programs. The Individual Transition Model proved to be adequate and pertinent for a more comprehensive understanding of the university-work transition.