A experiência universitária e sua relação com a empregabilidade

• Ano de defesa: 2025
• Autor(a) principal: Costa, Luana Brondani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Gestão de Organizações Públicas; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Empregabilidade; Práticas acadêmicas; Habilidades adquiridas; Egressos; Employability; Academic practices; Acquired skills; Graduates; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/37141

This study investigates the relationship between university experiences and graduates’ employability, focusing on which academic activities add value to the skills developed during undergraduate education. A survey was conducted with 337 graduates from different fields of knowledge, using a questionnaire structured into three dimensions (Employability, Academic Practices, and Acquired Skills). Data were subjected to exploratory factor analysis, which identified 14 factors: in Employability, Internal Self-Assessment, Value of Current Occupation, and External Self-Assessment; in Academic Practices, Traditional Learning Practices, Technological Resources, Active Learning Methods, Practical Activities, and Extracurricular Activities; in Acquired Skills, Technical Skills, Leadership and Interpersonal Skills, Teamwork Skills, Personal Management Skills, Analytical Skills, and Communication Skills. t-tests and ANOVA indicated differences across groups: there were differences by sex in the employability factors, with higher means for men, and no statistically significant difference between undergraduate and graduate groups in Technical Skills. The highest means were observed in Active Learning Methods and Technological Resources (Academic Practices) and, among Skills, in Technical Skills, Communication Skills, and Personal Management Skills, whereas Analytical Skills showed the lowest values. Pearson’s correlation revealed positive associations between active, technology-mediated academic practices and the development of interpersonal and communication skills; these, in turn, correlated directly with the employability factors (Internal Self-Assessment, Value of Current Occupation, and External Self-Assessment). The findings indicate that dynamic, collaborative educational experiences enhance competencies valued by the labor market and raise perceived employability, providing inputs for curricular review and academic management improvements within the field of Public Organizations Management.