Analysis of the work experience of master's students
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog21.04050809Keywords:
master's studies; work experience; work itinerary; educational itinerary; professional redirection.Abstract
Students access the university in different ways and for different reasons, the purpose of this text is to show the heterogeneity of master's students in the economic-administrative area of the University of Guadalajara (UdeG) in Mexico for the generations of 2016 and 2017 based on their work experience and reasons for admission. Most of the master's programs are based on a standardized idea that considers that the educational itineraries of their students are restricted to the school environment as a continuity from undergraduate to graduate, however, in the case studied only a minority does. For the vast majority of master's students, work experience is decisive in the selection of graduate studies, showing that they combine studies and work even before they enter the undergraduate degree. It was found that master's studies become a strategy to redirect or specialize professional activity and that age does not determine work experience. A typology of work experience is built using a quantitative method that considers the moments of work, the work and studies relationship, and the advancement of the professional career whether initial or advanced. This typology allows students to be divided into four groups: experts, semi-experts, little experts and inexperienced. Being the inexperienced who take on a school continuity journey or seek to professionalize, the few experts whose work activity is reduced while the semi-experts and experts seek a master's degree in order to redirect their professional activity, legitimize what they do professionally or as a way to update their knowledge and specialize.
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