Os licenciados em Portugal: uma tipificação de perfis de inserção profissional

Abstract

Adequacy of educational background to professional situation is a subject that emerges whenever the theme of graduates' professional transition is approached. This paper intends to analyze the professional situations of Portuguese higher education degree holders five years after they attained their degree, in light of questions related to professional transition. We examine the relationship between the educational system and the labor market by comparing international indicators that serve as a context for the Portuguese case, in order to discuss the empirical results that characterize the professional situation experienced in 2010 by a sample of 1,004 higher education degree holders from two Portuguese universities We define five types of professional situation based on multivariate analysis techniques and then reflect on the profiles found. We concluded that the majority of graduates perform professional activities that are adequate to their education level, with earnings, employment contracts and work hours adequate to those of the specialists in intellectual and scientific activities group. However, a more refined analysis reveals a hierarchical arrangement of professional situations in a continuum ranging from fragile to qualifying professional transition, associated with graduates study field. Education, Arts and Humanities degree holders are in the most precarious labor situations, in contrast with an over-representation of Health, Finance, Management and Law degree holders in the most favorable jobs.

Employability of higher education graduates in Portugal : trends and challenges in the beginning of the 21ST century

“…Globally, this paper reinforces the idea that the patterns of transition between higher education and the labour market have been changing and becoming more diverse, complex, precarious and individualised, as highlighted by various researchers (Alves, 2009;Alves and Korhonen, 2016;Chaves, Morais and Nunes 2009;Ramos, Parente, and Santos, 2014). Thus, a set of questions arises centred on the possible challenges related to the increasing plurality and precariousness of transition trajectories experienced by graduates regarding expectations, aspirations and values linked to higher education and the world of work.…”

An analysis of the professional insertion of Administration course graduates in Brazil

“…To continue researching this topic, we propose the following areas of further inquiry: 1. to seek the relationship between the constructs of professional insertion, especially the social markers of difference, such as gender, class, and color/race/ethnicity; 2. to investigate professional insertion in other courses, focusing on issues of gender, class, and color/race/ethnicity, as well as the different understandings of insertion; 3. to analyze Inep's Statistical Synopses in detail, seeking association with different national economic indicators; 4. to analyze the Statistical Synopses of higher education courses with the highest number of enrollments in Brazil, such as Law, Pedagogy, and Administration, to compare the evolution of these courses and the impacts on professional insertion and social mobility of graduates; and 5. to explore the typologies of professional insertion proposed by Ramos et al (2014) in multiple social contexts, comparing distinct higher education courses in different geographical regions, to assess the conditions of insertion after six or seven years after graduation, especially based on the French theoretical perspective for professional insertion's analysis. This study sought to highlight the reality of professional insertion of young administrators from a nationwide sample, where the heterogeneity of Administration courses was a positive element, by allowing comparisons and potential reformulations.…”

Uma análise da inserção profissional dos egressos do curso de Administração no Brasil

“…Uma análise da inserção profissional dos egressos do curso de Administração no Brasil ISSN 1678-6971 (versão eletrônica) • RAM, São Paulo, 23(5), eRAMG220169, 2022 https://doi.org/10.1590/1678-6971/eRAMG220169.pt 3. estudos que analisem as Sinopses Estatísticas do Inep em detalhes, buscando associação com diferentes indicadores econômicos nacionais; 4. estudos que analisem as Sinopses Estatísticas dos cursos superiores de maior número de matrículas no Brasil, tais como Direito, Pedagogia e Administração, com o propósito de fazer um comparativo das evoluções desses cursos e dos impactos sobre a inserção profissional e a mobilidade social de seus egressos; 5. estudos que explorem as tipologias de inserção profissional propostas por Ramos et al (2014) em múltiplos contextos sociais, comparando cursos superiores distintos, em diferentes proporções geográficas, e que avaliem as condições de inserção após seis ou setes anos de formação, sobretudo com base nos quadros teóricos da perspectiva francesa de análise da inserção profissional.…”