Employabilité des diplômés de l’enseignement supérieur: réflexions et implications pédagogiques

The changes that have occurred in higher education and labour market in recent years highlight the need for an in-depth reflection on current prevailing educational paradigms, and their adequacy in responding to the demands of today’s society. One of the topics that has gained particular attention is related with graduates’ employment rates, which represents one current criteria used to assess the quality of higher education institutions and courses. In this context, this article aims to reflect on current knowledge about graduates’ employability. Considering various empirical works and research lines developed over recent years, we propose a set of four premises in an effort to lend structure to some pedagogical and curricular implications for higher education institutions: (i) the risk of the “one-dimensional prioritisation” of technical skills; (ii) career management skills as a catalyst for employability; (iii) graduates and their transformative potential within organizations; (iv) the implausibility of a single model for promoting employability. To conclude, it is argued that the education of future graduates should not limit itself to the present. Pedagogical practices of teaching and learning must promote the continued construction of knowledge and skills, practical experience and work placements in organizations with different structures within the community.As mudanças, ocorridas no ensino superior e no mercado de trabalho ao longo dos últimos anos, remetem para a necessidade de uma reflexão aprofundada acerca dos paradigmas educativos que hoje prevalecem e da sua adequação face às exigências sociais que hoje se colocam. A este respeito, um dos tópicos que ganha particular relevância relaciona-se com as taxas de emprego dos graduados, e que representa um critério atual utilizado para avaliar a qualidade das instituições e cursos de ensino superior. Pretende-se com este artigo apresentar uma reflexão em torno do conhecimento atual sobre o tema da empregabilidade, integrando diferentes trabalhos e linhas empíricas desenvolvidas ao longo dos últimos anos, organizada em quatro premissas: (i) o risco da “priorização avulsa” das competências técnicas; (ii) as competências de gestão de carreira como catalisadoras da empregabilidade; (iii) os graduados e o potencial transformador das organizações; (iv) a implausibilidade de modelos únicos na promoção da empregabilidade. Para concluir, argumenta-se que a educação dos futuros licenciados não se deve limitar a uma visão de curto prazo. As práticas pedagógicas de ensino e aprendizagem devem promover a construção contínua de conhecimentos e competências, experiência prática e estágios em organizações com diferentes estruturas, dentro da comunidade.Los cambios que se han producido en la enseñanza superior y en el mercado laboral en los últimos años apuntan a la necesidad de una reflexión profunda sobre los actuales paradigmas educativos imperantes y su adecuación a las exigencias de la sociedad actual. En este contexto, uno de los temas que adquiere especial relevancia se refiere a las tasas de empleo de los graduados después de su formación, que es un criterio que se utiliza actualmente para evaluar la calidad de las instituciones y cursos de enseñanza superior. Así pues, este artículo pretende reflexionar sobre los conocimientos actuales en materia de empleabilidad de los graduados. Considerando varios trabajos empíricos y líneas de investigación desarrolladas en los últimos años, se presenta un conjunto de cuatro premisas: i) el riesgo de la “priorización única” de las competencias técnicas; ii) las competencias en materia de gestión de la carrera como catalizadoras de la empleabilidad; iii) los graduados y el potencial transformador de las organizaciones; iv) la inverosimilitud de los modelos singulares en la promoción de la empleabilidad. En conclusión, se argumenta que la educación de los futuros graduados no debe limitarse a las circunstancias y necesidades actuales. Por otra parte, se propone la idea de prácticas de enseñanza y aprendizaje que promuevan la construcción continua de conocimientos, habilidades y experiencias prácticas a fin de contribuir a diferentes tipos de contextos.Les changements survenus dans l’enseignement supérieur et sur le marché du travail ces dernières années soulignent la nécessité d’une réflexion approfondie sur les paradigmes éducatifs qui prévalent actuellement, et sur leur adéquation pour répondre aux exigences de la société actuelle. L’un des sujets qui a fait l’objet d’une attention particulière est lié au taux d’emploi des diplômés, qui représente l’un des critères actuellement utilisés pour évaluer la qualité des institutions et des cours de l’enseignement supérieur. Dans ce contexte, cet article vise à réfléchir sur les connaissances actuelles concernant l’employabilité des diplômés. En tenant compte de divers travaux empiriques et lignes de recherche développés au cours des dernières années, nous proposons un ensemble de quatre prémisses afin de structurer certaines implications pédagogiques et curriculaires pour les institutions d’enseignement supérieur: (i) le risque d’une «hiérarchisation unidimensionnelle» des compétences techniques; (ii) les compétences en gestion de carrière comme catalyseur de l’employabilité; (iii) les diplômés et leur potentiel de transformation au sein des organisations; (iv) l’invraisemblance d’un modèle unique de promotion de l’employabilité. Pour conclure, on fait valoir que l’éducation des futurs diplômés ne devrait pas se limiter au présent. Les pratiques pédagogiques d’enseignement et d’apprentissage doivent promouvoir la construction continue de connaissances et de compétences, l’expérience pratique et les stages dans des organisations ayant des structures différentes au sein de la communauté.This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-P

Adaptation and initial validation of the career resources questionnaire for Portuguese - he students form

A diversified set of career resources has been related in the literature with career development and career success. The Career Resources Questionnaire (CRQ), based on the Career Success framework, was proposed by Hirschi and colleagues (2018) as an instrument aggregating several constructs that emerged as important predictors of career success. This study aims to examine the psychometric properties of the CRQ to a Portuguese higher education sample, as a way to extend previous evidence of validity presented by the authors of the original version. For such, construct, convergent and discriminant validity were examined. Also, reliability and correlations analysis were conducted, taking some sociodemographic and educational attainment variables. The obtained findings showed adequate results, which support the use of the CRQ in Portugal for research or practical purposes. Suggestions for further research and practical implications are also presented.FCT -Fundação para a Ciência e a Tecnologia(UIDB/01661/2020

Employability of higher education graduates: reflections and pedagogical implications

The changes that have occurred in higher education and labour market in recent years highlight the need for an in-depth reflection on current prevailing educational paradigms, and their adequacy in responding to the demands of today’s society. One of the topics that has gained particular attention is related with graduates’ employment rates, which represents one current criteria used to assess the quality of higher education institutions and courses. In this context, this article aims to reflect on current knowledge about graduates’ employability. Considering various empirical works and research lines developed over recent years, we propose a set of four premises in an effort to lend structure to some pedagogical and curricular implications for higher education institutions: (i) the risk of the “one-dimensional prioritisation” of technical skills; (ii) career management skills as a catalyst for employability; (iii) graduates and their transformative potential within organizations; (iv) the implausibility of a single model for promoting employability. To conclude, it is argued that the education of future graduates should not limit itself to the present. Pedagogical practices of teaching and learning must promote the continued construction of knowledge and skills, practical experience and work placements in organizations with different structures within the community. Keywords: higher education; graduates; employability; pedagogical implication

Evolutionary patterns and processes in the radiation of phyllostomid bats

<p>Abstract</p> <p>Background</p> <p>The phyllostomid bats present the most extensive ecological and phenotypic radiation known among mammal families. This group is an important model system for studies of cranial ecomorphology and functional optimisation because of the constraints imposed by the requirements of flight. A number of studies supporting phyllostomid adaptation have focused on qualitative descriptions or correlating functional variables and diet, but explicit tests of possible evolutionary mechanisms and scenarios for phenotypic diversification have not been performed. We used a combination of morphometric and comparative methods to test hypotheses regarding the evolutionary processes behind the diversification of phenotype (mandible shape and size) and diet during the phyllostomid radiation.</p> <p>Results</p> <p>The different phyllostomid lineages radiate in mandible shape space, with each feeding specialisation evolving towards different axes. Size and shape evolve quite independently, as the main directions of shape variation are associated with mandible elongation (nectarivores) or the relative size of tooth rows and mandibular processes (sanguivores and frugivores), which are not associated with size changes in the mandible. The early period of phyllostomid diversification is marked by a burst of shape, size, and diet disparity (before 20 Mya), larger than expected by neutral evolution models, settling later to a period of relative phenotypic and ecological stasis. The best fitting evolutionary model for both mandible shape and size divergence was an Ornstein-Uhlenbeck process with five adaptive peaks (insectivory, carnivory, sanguivory, nectarivory and frugivory).</p> <p>Conclusions</p> <p>The radiation of phyllostomid bats presented adaptive and non-adaptive components nested together through the time frame of the family's evolution. The first 10 My of the radiation were marked by strong phenotypic and ecological divergence among ancestors of modern lineages, whereas the remaining 20 My were marked by stasis around a number of probable adaptive peaks. A considerable amount of cladogenesis and speciation in this period is likely to be the result of non-adaptive allopatric divergence or adaptations to peaks within major dietary categories.</p

Visual management of audiovisual projects: improving the creative process of production design

The audiovisual project involves countless different professionals in actions that need to be coordinated. For these actions to be more fluid, visual project management can be used. This article aims to improve the scheme proposed by Krupahtz (2018) using visual project management. For this purpose, the areas of production design and visual project management were contextualized to make clear the interaction between them. As a methodological approach, it was used the Lemming method, by Teixeira (2018). As the result, there is the elaboration process of a visual model according to the method and it is described the creation of a visual panel that contemplates the pre-production phase, with a focus on production design. In the final considerations, it is made some suggestions for future works and presented some interesting potentials for research involving both areas.The audiovisual project involves countless different professionals in actions that need to be coordinated. For these actions to be more fluid, visual project management can be used. This article aims to improve the scheme proposed by Krupahtz (2018) using visual project management. For this purpose, the areas of production design and visual project management were contextualized to make clear the interaction between them. As a methodological approach, it was used the Lemming method, by Teixeira (2018). As the result, there is the elaboration process of a visual model according to the method and it is described the creation of a visual panel that contemplates the pre-production phase, with a focus on production design. In the final considerations, it is made some suggestions for future works and presented some interesting potentials for research involving both areas

Interdisciplinary working practices: can creative dance improve math?

This study is integrated in the field of Dance in Education, focusing on the instrumentalist aspect of art. We focused on creative dance as a catalyst to learn Mathematics’ contents. This interdisciplinary work can enhance the learning, as far as the understanding of Mathematics’ concepts is achieved through the body and revealed by expressive and creative movement. The main purpose of the investigation, quasi-experimental, was to analyze the impact of creative dance in the learning of Mathematics’ concepts in children (7/8 year old) in primary education, in two Portuguese schools. The sample included 8 classes, 117 children in total, of both genders. The intervention has taken place in two groups (experimental group and control group), with four sessions of creative dance in the experimental group. Both groups were assessed on three different occasions (pre-test, post-test and retest). The statistical techniques used for processing the data were the analysis of variance of mixed plans and the Student’s t test for paired samples. The conclusions showed that the students who consolidated the knowledge in the creative dance classes, exhibited significant differences in their learning gains in Mathematics, as compared to the control group.info:eu-repo/semantics/publishedVersio

Perceived employability and career adaptability of engineering graduates

The new demands of the labor market have led to the emergence of more comprehensive and complexes employability models, including not only a set of skills determining employability but also a subjective dimension that integrates personal beliefs and attitudes. Besides that, there is also evidence that individuals' psychological resources, namely in terms of career adaptability, are significantly associated with further employability. In this paper, we present data on the perceptions of employability (four dimensions: my university, my study field, the labor market, and self-efficacy) and on the adaptability resources (concern, control, curiosity and confidence) of master's final-year students (n=362), comparing a group of engineering students with students from other study fields (Social Sciences and Humanities and Economics). Regarding the perceptions of employability, the obtained results demonstrate that engineering graduates present more positive perceptions in the dimensions of study field and of external labor market, comparing with their colleagues from other fields. Concerning career adaptability resources, the differences are reversed, with engineering students with scoring lower in the dimensions of concern and confidence.This work was supported by the Fundação para a Ciência e a Tecnologia [SFRH/BPD/92331/2013] and by CIEd – Research Centre on Education, projects UID/CED/1661/2013 , UID/CED/1661/2016, Institute of Education, and Project UID/CTM/00264/2019 of 2C2T – Centro de Ciência e Tecnologia Têxtil , University of Minho, through national funds of FCT/MCTES-PT