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Authors
Advisor(s)
Abstract(s)
O presente estudo possui como tema central o impacto da formação pós-graduada no
desenvolvimento profissional.
Em termos de procedimento, mensurámos as perceções dos alunos de Cursos de Pós
Graduação (PG) sobre o referido impacto na transferência de competências para as
práticas (1) pessoais e (2) profissionais (profissão e carreira), bem como no (3)
desempenho da organização da qual fazem(iam) parte. Para tal, realizámos uma
pesquisa de tipo quantitativo, aplicando um questionário junto dos alunos das pós
graduações ministradas pelo Instituto de Estudos Pós-Graduados do Instituto Superior
de Ciências Sociais e Políticas (ISCSP-IEPG), em 2017/18.
O questionário apresenta uma primeira parte referente à recolha dos dados para
retratar a amostra, através de perguntas de caracterização geral dos participantes, nas
quais estão incluídas variáveis sociodemográficas, profissionais e académicas. A segunda
parte, por sua vez, e recorrendo a uma escala do tipo Likert, com frequência de 1 a 5
pontos, diz respeito às opiniões sobre a satisfação relativamente à PG frequentada em
termos de conteúdos programáticos, métodos de ensino-aprendizagem, equipa
docente, sistema de avaliação, organização e logística, assim como à auscultação das
perceções ao nível de transferência das aprendizagens para as práticas pessoais,
profissionais e de performance organizacional.
Os resultados obtidos demonstram uma boa opinião dos alunos relativamente à PG
frequentada. Tal, resulta de fatores ligados à satisfação como os “Conteúdos
programáticos”, “Métodos de ensino-aprendizagem” e “Equipa docente”, mas,
também, da perceção ao nível da transferência das competências adquiridas na PG para
as práticas pessoais, do impacto da mesma na profissão e da sua influência no
desempenho da organização da qual faz(ia) parte. Em contrapartida, os pós-graduandos
percecionaram um impacto diminuto da PG nas respetivas carreiras profissionais.
Verificou-se a inexistência de diferenças significativas nas respostas dos alunos em face
do género, idade, habilitações literárias, experiência profissional, cargo e tempo de
exercício no mesmo.
The present study has as its central theme the impact of postgraduate training on professional development. In terms of procedure, we measured Postgraduate (PG) students' perceptions of that impact on the transfer of competencies to (1) personal and (2) professional (profession and career) practices, as well as (3) performance of the organization of which it is part. To this end, we conducted a quantitative research, applying a questionnaire to students of postgraduate studies given by the Instituto de Estudos Pós-Graduados do Instituto Superior de Ciências Sociais e Políticas (ISCSP-IEPG), in 2017/18. The questionnaire presents a first part regarding data collection to portray the sample through general characterization questions of the participants, which include socio demographic, professional and academic variables. The second part, using a Likert-type scale, with a frequency of 1 to 5 points, concerns opinions about satisfaction with the PG attended in terms of syllabus, teaching-learning methods, teaching staff, evaluation system, organization and logistics, as well as listening to perceptions at the level of transfer of learning to personal, professional and organizational performance practices. The results show a good opinion of the students regarding the PG attended. This results from factors related to satisfaction such as the “Syllabus”, “Teaching-learning methods” and “Teaching team”, but also from the perception of the transfer of competences acquired in PG to personal practices, the impact in the profession and its influence on the performance of the organization of which it is a member. In contrast, postgraduates perceived a minor impact of PG on their professional careers. There were no significant differences in student responses regarding gender, age, educational attainment, professional experience, job title and length of exercise.
The present study has as its central theme the impact of postgraduate training on professional development. In terms of procedure, we measured Postgraduate (PG) students' perceptions of that impact on the transfer of competencies to (1) personal and (2) professional (profession and career) practices, as well as (3) performance of the organization of which it is part. To this end, we conducted a quantitative research, applying a questionnaire to students of postgraduate studies given by the Instituto de Estudos Pós-Graduados do Instituto Superior de Ciências Sociais e Políticas (ISCSP-IEPG), in 2017/18. The questionnaire presents a first part regarding data collection to portray the sample through general characterization questions of the participants, which include socio demographic, professional and academic variables. The second part, using a Likert-type scale, with a frequency of 1 to 5 points, concerns opinions about satisfaction with the PG attended in terms of syllabus, teaching-learning methods, teaching staff, evaluation system, organization and logistics, as well as listening to perceptions at the level of transfer of learning to personal, professional and organizational performance practices. The results show a good opinion of the students regarding the PG attended. This results from factors related to satisfaction such as the “Syllabus”, “Teaching-learning methods” and “Teaching team”, but also from the perception of the transfer of competences acquired in PG to personal practices, the impact in the profession and its influence on the performance of the organization of which it is a member. In contrast, postgraduates perceived a minor impact of PG on their professional careers. There were no significant differences in student responses regarding gender, age, educational attainment, professional experience, job title and length of exercise.
Description
Dissertação de Mestrado em Políticas de Desenvolvimento de Recursos Humanos
Keywords
Formação profissional Cursos de pós-graduação Avaliação da formação Transferência das aprendizagens Impactos da formação Postgraduate courses Training evaluation Transfer of learning Training impacts
Pedagogical Context
Citation
Publisher
Instituto Superior de Ciências Sociais e Políticas