Career plans of non-traditional students in the University of Seville

rocznik Polkowice 2017 SPOŁECZNOŚCI LOKALNE Studia Interdyscyplinarne Local Communities. Interdisciplinary Studies NR 1/2017 Księga Społeczności.indb Sek1:1Księga Społeczności.indb Sek1:1 2017-11-09 15:19:452017-11-09 15:19:45 prof. zw. dr hab. MIECZYSŁAW ADAMCZYK Państwowa Wyższa Szkoła Zawodowa w Wałbrzychu prof. dr PARAG AMIN College of Management Studies, Mumbai, Indie prof. dr hab. PETER BALINT Uniwersytet w Debreczynie, Węgry prof. dr hab. EUNIKA BARON-POLAŃCZYK Uniwersytet Zielonogórski prof. zw. dr hab. MAREK BOJARSKI Uniwersytet Wrocławski prof. zw. dr hab. STANISŁAW CZAJA Uniwersytet Ekonomiczny we Wrocławiu prof. dr hab. KRZYSZTOF KOCIUBIŃSKI Uniwersytet Wrocławski prof. dr hab. EWA KURANTOWICZ Dolnośląska Szkoła Wyższa prof. zw. dr hab. ALEKSANDER KUNDYTSKY Uniwersytet im. Iwana Franki we Lwowie, Ukraina prof. zw. dr hab . STEFAN M. KWIATKOWSKI Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie, Komitet Nauk Pedagogicznych PAN doc. dr PETR MRKYVKA Uniwersytet Masaryka w Brnie, Republika Czeska dr WŁODZIMIERZ OLSZEWSKI Uczelnia Jana Wyżykowskiego prof. dr hab. TERESA PADILLA-CARMONA Uniwersytet w Sewilli, Hiszpania prof. dr hab. ELŻBIETA PERZYCKA Uniwersytet Szczeciński prof. zw. dr hab. KAZIMIERZ PRZYSZCZYPKOWSKI Uniwersytet im. Adama Mickiewicza w Poznaniu prof. dr RAMESH N. SHAH Duale Hochschule Baden-Württemberg Niemcy „Społeczności Lokalne. Studia Interdyscyplinarne” ISSN 2544-5545 (ISBN 978-83-61234-39-5) Wersję pierwotną czasopisma stanowi wydanie elektroniczne. Informacje na temat czasopisma znajdują się na stronie: rb.ujw.pl/local KOMITET REDAKCYJNY Włodzimierz Olszewski (redaktor naczelny), Agnieszka Becla, Rafał Czachor, Tadeusz Kierzyk, Ewa Kurantowicz, Sylwia Słowińska, Jan Walczak (sekretarz redakcji) RADA NAUKOWA Księga Społeczności.indb Sek2:2Księga Społeczności.indb Sek2:2 2017-11-09 15:19:452017-11-09 15:19:45 Zagadnienia prawnoustrojowe, polityczne, stosunki międzynarodowe, historia współczesna Rafał Czachor Uczelnia Jana Wyżykowskiego Samorząd terytorialny i zarządzanie rozwojem lokalnym Andrzej Ferens Krzysztof Kociubiński Uniwersytet Wrocławski Ekonomia i gospodarka Andrzej Graczyk Uniwersytet Ekonomiczny we Wrocławiu Pedagogika, andragogika Bogdan Idzikowski Uniwersytet Zielonogórski Przyroda i ochrona środowiska Leszek Jerzak Uniwersytet Zielonogórski Nowoczesna technologie Zdzisław Pólkowski Uczelnia Jana Wyżykowskiego Edukacja międzykulturowa i socjologia Rafał Włodarczyk Uniwersytet Wrocławski Prawo i fi nanse Dariusz Zając Uczelnia Jana Wyżykowskiego Rynek i prawo pracy Janusz Żołyński Uczelnia Jana Wyżykowskiego REDAKTORZY TEMATYCZNI Recenzje opracowane są przez recenzentów stałych i specjalistycznych czasopisma. RECENZENCI KRAJOWI Bogdan Idzikowski, Uniwersytet Zielonogórski Ewa Kurantowicz, Dolnośląska Szkoła Wyższa Elżbieta Perzycka, Uniwersytet Szczeciński Sylwia Słowińska, Uniwersytet Zielonogórski RECENZENCI ZAGRANICZNI Rob Evans, Uniwersytet Ottona von Guerickiego w Magdeburgu, Niemcy Vit Docekal, Uniwersytet Palackiego w Ołomuńcu, Czechy Dmitro Herciuk, Uniwersytet im. Iwana Franki we Lwowie, Ukraina Język niemiecki Justyna Babiak-Tutko Język angielski Peter Lambert, Maciej Lech Język rosyjski Irina Papadeykina Język polski Jan Walczak REDAKTORZY JĘZYKOWI Księga Społeczności.indb Sek2:3Księga Społeczności.indb Sek2:3 2017-11-09 15:19:452017-11-09 15:19:45 SKŁAD I ŁAMANIE Jadwiga Popowska REDAKCJA I KOREKTA Magdalena Rudnik DRUK I OPRAWA Fabryka Druku, Warszawa REDAKTOR STATYSTYCZNY Magdalena Rutkowska WYDAWCA Uczelnia Jana Wyżykowskiego Copyright by Uczelnia Jana Wyżykowskiego ADRES REDAKCJI Uczelnia Jana Wyżykowskiego ul. Skalników 6b, 59-101 Polkowice Sekretariat: Jan Walczak, [email protected], [email protected] tel. 76 746 53 37, 746 53 53 Wersja referencyjna czasopisma znajduje się na stronie internetowej rb.ujw.pl/social Księga Społeczności.indb Sek2:4Księga Społeczności.indb Sek2:4 2017-11-09 15:19:452017-11-09 15:19:45 Pierwszy numer czasopisma dedykujemy pamięci prof. zw. dr. hab. Mieczysława Adamczyka, wieloletniego kierownika naukowego i redaktora cyklu monografi i „Społeczności lokalne...” oraz prof. zw. dr. hab. Kazimierza Wenty, członka Rady Naukowej Księga Społeczności.indb Sek2:5Księga Społeczności.indb Sek2:5 2017-11-09 15:19:452017-11-09 15:19:45 Księga Społeczności.indb Sek2:6Księga Społeczności.indb Sek2:6 2017-11-09 15:19:452017-11-09 15:19:45 7 Spis treści Włodzimierz Olszewski Słowo wstępne .............................................................................................. 11 Rafał Czachor Teoria systemowo-funkcjonalna a badania i zarządzanie społecznościami lokalnymi ......................................................................... 17 Krzysztof Kociubiński Samorząd terytorialny – społeczeństwo obywatelskie – zasada subsydiarności. Wzajemne implikacje ......................................... 37 Jerzy Tutaj Strategia Polski Zachodniej ........................................................................ 51 Tadeusz Kierzyk Zasadność funkcjonowania powiatów w obecnym kształcie ...................... 59 Miłosz Czopek, Ewa Żołnierczyk Konsultacje społeczne jako forma dialogu ze społecznością lokalną ........................................................................................................ 85 Stanisław Czaja Długookresowe problemy demografi czno-społeczne gmin wiejskich Dolnego Śląska (na przykładzie gminy Dobromierz) ................................. 95 Agnieszka Becla Wybrane problemy gminnych polityk informacyjnych w świetle badań empirycznych ................................................................. 115 Eunika Baron-Polańczyk, Aneta Klementowska „Barometr zawodów” – prognozy zapotrzebowania na rynku pracy ........ 133 Arkadiusz Drukier Wyznaczanie obszarów zdegradowanych w programach rewitalizacji dla gmin wiejskich i miejsko-wiejskich – refl eksje, praktyka ................... 145 María Vázquez-Granadero, María Tenorio-Rodríguez, José GonzálezMonteagudo, Teresa Padilla-Carmona Career plans of non-traditional students in the University of Seville / Plany zawodowe nietradycyjnych studentów Uniwersytetu w Sevilli ........... 153 Księga Społeczności.indb Sek2:7Księga Społeczności.indb Sek2:7 2017-11-09 15:19:452017-11-09 15:19:45 8 SPIS TREŚCI Mieczysław Adamczyk Placówki edukacyjne samorządów lokalnych w wybranych państwach Unii Europejskiej ............................................................ 167 Kazimierz Wenta Społeczności lokalne jako inkubatory innowacyjnych postaw obywatelskich ................................................................................... 167 Elżbieta Perzycka, Włodzimierz Olszewski Profesor Kazimierz Wenta – mentor, nauczyciel nauczycieli, naukowiec i przyjaciel ........................................ 169 Ewa Kurantowicz, Włodzimierz Olszewski Profesor Mieczysław Adamczyk – humanista, pedagog, tytan pracy akademickiej i dobry człowiek .............................................. 175 Informacje dla autorów ............................................................................. 179 Konferencje naukowe z cyklu „Społeczności lokalne” w latach 2007–2017 ............................................ 183 Noty o autorach ........................................................................................ 185 Księga Społeczności.indb Sek2:8Księga Społeczności.indb Sek2:8 2017-11-09 15:19:462017-11-09 15:19:46 9 Table of contents Włodzimierz Olszewski Introduction ..................................................................................................... 11 Rafał Czachor Systemic-functional theory in studies and management of local communities ........................................................................................ 17 Krzysztof Kociubiński Territorial government – civic society – the rule of subsidiarity. Reciprocal implications ................................................................................... 37 Jerzy Tutaj The Strategy of Western Poland ....................................................................... 51 Tadeusz Kierzyk The validity of the functioning of counties in their current form .................... 59 Ewa Żołnierczyk, Miłosz Czopek Social consultations as a form of dialogue with local society ......................... 85 Stanisław Czaja The long-term demographic and social problems of Lower Silesia rural communes (using the example of the commune Dobromierz) ............... 95 Agnieszka Becla Selected problems of communal informative policies (from the empirical point of view) ................................................................. 115 Eunika Baron-Polańczyk, Aneta Klementowska “Professions’ barometer” – the labor market demand forecasts .................... 133 Arkadiusz Drukier The designation of degraded areas in revitalization programs for rural and urban-rural communes – refl ection praxis ................................ 145 María Vázquez-Granadero, María Tenorio-Rodríguez, José GonzálezMonteagudo, Teresa Padilla-Carmona Career plans non-traditional students in the University of Seville ............... 153 Księga Społeczności.indb Sek2:9Księga Społeczności.indb Sek2:9 2017-11-09 15:19:462017-11-09 15:19:46 MARÍA VÁZQUEZ-GRANADERO  MARÍA TENORIO-RODRÍGUEZ  JOSÉ GONZÁLEZ-MONTEAGUDO AND TERESA PADILLA-CARMONA 158 In short, all students interviewed highlight the importance of improving education and training to both access and remain in the labor market. Above all, students highlight the importance and value of additional training in languages and new technologies to facilitate access to the labor market. b) Strategies and actions in entering the labor market In relation to the actions the students will develop in entering the labor market, the answers depend on job options, an issue already mentioned in the previous section. There are two distinct trends: the fi rst one is linked to the students that want to work as employees; and the second one refers to the students that would like to undertake an entrepreneurial initiative. In relation to the fi rst path, students who prefer to work for others have not developed specifi c plans. The actions to be carried out think are very generic and do not go beyond putting into practice the skills on insertion in the labor market everyone knows and that they have probably received in a specifi c training: prepare the CV, review online work offers, etc. ”Find work wherever and trying to acquire more skills as to improve languages and new technologies. These aspects will add a plus.” (Juan) ”The fi rst action I would undertake would be sit down a morning in front of the computer and start looking for any type of [...] offer, both public and private. If public, I would prepare a competition for the civil service. And if it’s private, to send my curriculum.” (Amarillo) ”Firstly, to fi nish the degree [...] and the following steps, to send my curriculum, taking courses [...] and languages [...] go to these agencies where you are given some information or help or support at a professional level [...].” (Elena) ”Right now I have 28 years and I’m very lost, I also think this is due to my personal situation [...] I’m considering competition for the civil service and so on, but it’s complicated because there are many people applying for this.” (Nerea) Despite being in the last year of the degree, the student responses show a level of imprecision that could be described as disturbing. They have not even decided whether they will opt for private or public employment. They do not differentiate between “making courses” and “sending out curriculums”. It seems as if they had learned that these are the actions that must be done when the degree is over; and therefore they are aware that they must implement them, but have not yet made their own work plans. Also seen in these answers it is evident they speak about future actions, i.e., they not narrate actions that have already started, but they refer to actions that would take place when they fi nish their studies. Księga Społeczności.indb 158Księga Społeczności.indb 158 2017-11-09 15:19:572017-11-09 15:19:57 CAREER PLANS OF NON-TRADITIONAL STUDENTS IN THE UNIVERSITY OF SEVILLE 159 The actions envisaged by the second group of students (those who have in mind entrepreneurship) are also generic and ambiguous, in the sense that they do not go beyond generating “innovative projects”, to disseminate their initiatives and, thus, to promote that other companies or media know their case, to facilitate their integration into the labor market. ”For example, I’ve thought to have my own blog and talk about my personal experiences. Both a personal and journalistic blog [...] divulging all the diversity that exists in society. It is a personal initiative, in order to claim attention from other media about me [...] also, try to do something on the radio, something entrepreneurial and innovative [...] a local radio.” (Rafael) c) Knowledge and previous experience of counselling services Initially it must be stressed the feeling of confusion of most students interviewed when they are asked about the knowledge they have regarding guidance services, both of the university and from external services. ”I don’t know counselling services [...], but it’s relevant if these organizations counsel people... and I think it’s a good start in part, so these services help many people who are caught in certain circumstances and do not know how go out [...].” (Juan) On the other hand, it is also necessary to point out that none of the students interviewed has knowledge about what service or university body would head for academic or work guidance. However, they recognize that sometimes they have used these services to address specifi c topics. ”I know more the internal services of my university, such as guidance services for disabled students; but I don’t know external services, and I consider I should know them [...].” (Rafael) ”I’ve resorted to these services in relation to scholarships [...] on my own I’ve been reporting every time I’ve had a need [...] such as the International Offi ce [...] when I’ve been interested in something, I go there and they explain me, but it is not information that you have easily accessible [...].” (Elena) ”Little information; and usually you are said in these services: it’s all explained in the guide available in Internet or in a brochure [...].” (Cristina) In some cases, students come to their lecturers as a means of guidance on possible professional positions and thus obtain information on how to develop the transition from university to the labor market. However, this resource may be useful in the short term, but it is too generic for effective results in the medium or long term. Księga Społeczności.indb 159Księga Społeczności.indb 159 2017-11-09 15:19:572017-11-09 15:19:57 MARÍA VÁZQUEZ-GRANADERO  MARÍA TENORIO-RODRÍGUEZ  JOSÉ GONZÁLEZ-MONTEAGUDO AND TERESA PADILLA-CARMONA 160 ”If you want to get information, go to the department and talk to lecturers. They do help you, but as such there is no specifi c centre to help you I think in the fi rst moment I fi nish off my academic training I will make use of them.” (Amarillo) ”In my faculty, at least, I think that there is not [...] we had a teacher that informed us a little about the workplace [...] obviously if would very interesting if in the faculty there is something that counsels and puts you in contact with companies.” (Nerea) ”There is a professor who has lost half of the time of a lecture to explain that there are available some positions in the civil service and so on; but he did this within our teaching time. He wanted to help, but he had no idea about it. The lecturers use to tell us: ‘Let’s have more hours in the curriculum to guide you more [...]’ and now you say: ‘Hey, I’m interested in this, but to whom to ask’.” (Cristina) Also, only a minority knows external counselling services to university to which go in order to be advised occupationally, such as Andalucia Orienta (Andalusia Counsels). ”I know that ‘Andalucía Orienta’ works, but I do not know if there maybe you be oriented regarding the subject of history, I do not know. [...]”. (Amarillo) ”External, the only organization I know is that working with the Employment National Institute.” (Elena) Only one student admits having resorted once an external service guidance, in this case, Andalucía Orienta; but despite having gone, he doesn’t know how it works. “The Employment National Institute, I’ve been there, we had a meeting, and we were said that we should sign up for a specifi c plan.” (Nerea) However, it should also be noted that, when asked whether they would be interested in receiving information about services and bodies to which they could be addressed to be professionally oriented, all students respond affi rmatively. Also they recognize that it would be very useful to use these services to facilitate their employment. We collect this idea in this statement of one of the interviewed: I think it is useful, of course. Finally, we emphasize that most students say they are not aware of the resources and counselling services available to request cooperation and implement strategies to facilitate the transition to the labor market. In some cases, students recognize they have resorted to these services to address specifi c issues. It seems that being still fi nalizing their studies, students still do not have a true interest towards the labor market; as a result of this, there is lack of knowledge about the bodies that could consulted or visited. Księga Społeczności.indb 160Księga Społeczności.indb 160 2017-11-09 15:19:572017-11-09 15:19:57 CAREER PLANS OF NON-TRADITIONAL STUDENTS IN THE UNIVERSITY OF SEVILLE 161 d) Obstacles perceived to access the labor market One of the most infl uential factors in the transition to the labor market are the diffi culties and barriers that students may encounter during the insertion process. In the current socio-economic situation Spain is facing, given the high rate of unemployment in the country, it is conceivable that the fi rst job will not be immediately after completion of studies. On the other hand, working conditions young people can fi nd are far from desirable. This transition process, moreover, could be even more complex and diffi cult for non-traditional students, because they start from disadvantaged situations. The answers analysed clearly show that participants are aware of this situation and that the shortage of jobs and employment opportunities will be the main obstacle they will deal with. ”Here employment opportunities are reduced and my country more than anything needs educated people. Here there are enough people who are trained in certain aspects [...] and if you do not know languages it’s less likely to be hired, versus one that speak more than one language [...].” (Juan) ”The diffi culty I see is that the degree of History is a degree that relies heavily [...] the public sector. It’s a disadvantage that maybe there are notexams for the civil service, so not many opportunities.” (Amarillo) ”The main thing is the small amount of work available [...].” (Elena) ”The situation in Spain [...] zero chance of fi nding work.” (Nerea) Another barrier that students summarized as diffi culty entering the labor market is the experience of candidates required by employers as well as overvaluation of previous work experience. ”The issue of experience, there are certain businessmen who value too much work experience of applicants. For me, it is the main drawback because the rest is learnt by doing.” (Juan) In the case of students with disabilities, the situation varies from the other students. Disabled students mainly manifest personal barriers resulting from their own disability. These barriers could hinder their professional development if the right to reconcile professional autonomy and care for their basic needs does not occur. ”Diffi culties a few, in the sense of my mobility and all that, I depend on a person [...] the company seeks high productivity and a person that does it all with; and my problems cannot do everything; I have to do physiotherapy and other things as well.” (Rafael) ”Due to my disease, it also... apart from having painful outbreaks and almost could not walk far, as leg dragged it; apart from the pain, the need to go to the bathroom, it’s not well regulated. Moreover, I usually always have many paraesthesias; and in these situations, of course, it costs be attending Księga Społeczności.indb 161Księga Społeczności.indb 161 2017-11-09 15:19:572017-11-09 15:19:57 MARÍA VÁZQUEZ-GRANADERO  MARÍA TENORIO-RODRÍGUEZ  JOSÉ GONZÁLEZ-MONTEAGUDO AND TERESA PADILLA-CARMONA 162 [...] I am clumsy to think and commit more mistakes that escape me [...] that you could not control.” (Cristina) In other cases, students believe that lack of social capital and personal networks could be an impediment in their transition to the labor market. ”I don’t have contacts who can help me.” (Nerea) ”Contacts, I think I have not many contacts.” (Amarillo) One student said that the shortage of labor guidance could hamper access to the labor market due to lack of knowledge students have on job opportunities to access the labor market. ”Lack of career guidance [...] pharmacy has many areas [...] not only pharmacy offi ces.” (Cristina) Conclusions As conclusions, we highlight the fact that all students interviewed expressed their intention to continue investing in their training, compared to seeking short-term employment, giving priority mainly to postgraduate studies (Master) and languages. Thus, the students’ narratives pointed to the importance of education and training as an opportunity to increase their skills in order to favour their employability. Students considered that having high qualifi cation allowed them to increase their chances for employment and to get better economic and personal life conditions in the future. In the same line, the Ministry of Education, Culture and Sport showed in 2014 that the level of training is associated with a higher employment rate and a higher salary level. In addition, the level of training is a factor of protection for individuals against loss of employment even in times of crisis. In this context, it is evident that graduates do not put in place actions and defi ned strategies to promote their transition to the labor market; or these strategies are vague and diffuse, resulting unhelpful to boost their employment in a short period of time. Moreover, we conclude that there is a signifi cant level of ignorance about counselling services as referred by students. We wonder if the students really do not know about these services as a consequence of their shortterm expectations of continuing their training and, therefore, they do not plan to access to the labor market in the short term. However, in their testimonies some students mentioned the “Red Andalucía Orienta” (Andalusia Counsel Network). Some even said that they have attended to guidance sessions. In addition, they declared to have visited the services of the University, usually to request information about internships. This seems to show that there are students who Księga Społeczności.indb 162Księga Społeczności.indb 162 2017-11-09 15:19:572017-11-09 15:19:57 CAREER PLANS OF NON-TRADITIONAL STUDENTS IN THE UNIVERSITY OF SEVILLE 163 may know about the existence of guidance, but do not use the services because their immediate goals are reduced to getting more education. However, many students referred to have no knowledge about any guidance service or unit, both in the Public Employment Services or in the university. This leads us to think that information about guidance activities is not reaching the audiences it is supposed to be addressed to. A more effective work of dissemination on the side of the public guidance services is to be made if we want to prevent the misinformation or ignorance shown by students in the interviews. In this sense, all students reported that they would like to receive information about the guidance services and resources available for them, and might appreciate their advice and help to promote their employment opportunities. Finally, following data from ANECA Report (2009), we emphasize that university graduates in Spain have more diffi culty gaining access to employment. Furthermore, this gap is more signifi cant in the case of the group of non-traditional students, especially for students with disabilities. In this line, the main barriers perceived as obstacles in their transition to the labor market by the interviewed students are the insuffi cient employment and job opportunities, the overvaluation that employers put in work experience and the lack of social contacts. However, in the case of students with disabilities the situation is more complex, as they mentioned the personal barriers derived from their own disability. This could hinder their professional development, if the appropriate conditions to reconcile their personal autonomy and their working conditions are not present. Summary The career plans of non-traditional students in the University of Seville Graduates’ employability has become a key objective in the Bologna process. There is little research, however, on the process of transition to the labor market of non-traditional groups. The aim of this paper is to study in more depth the career plans of nontraditional students, identifying what they will do when they fi nish their studies and how they plan to gain access to the labor market. The paper is placed within the context of the Erasmus+ European project EMPLOY (Enhancing the employability of non-traditional students in higher education, Erasmus Plus Program 2015-2017), qualitative, interdisciplinary and biographical research focusing on non-traditional university students and graduates from six European countries (Sweden, Poland, United Kingdom, Ireland, Portugal and Spain). The main project aims are to understand the employability from the perspective of students and graduates, increase knowledge and understanding of the factors that promote or hinder employability, and to explore the impact of age, gender, social class, ethnicity and disability in students’ employment prospects. Księga Społeczności.indb 163Księga Społeczności.indb 163 2017-11-09 15:19:572017-11-09 15:19:57 MARÍA VÁZQUEZ-GRANADERO  MARÍA TENORIO-RODRÍGUEZ  JOSÉ GONZÁLEZ-MONTEAGUDO AND TERESA PADILLA-CARMONA 164 Six biographical in-depth interviews have been carried out with students of the University of Seville (3 females, 3 males), all of them in the last year of their undergraduate program. They were selected on the basis of their degrees to represent different areas of knowledge (from Arts and Humanities to Science and Engineering), as well as on their specifi c characteristics of non-traditional students: adult and mature students (1), with a disability (2), immigrant (1), fi rst generation (6), and learners with low economic and cultural capital (3). The interviews started with the whole picture of the personal and educational background of the participants, and then focused on their employability and career plans. The results show that for all participants the next step to take once they fi nish their current degree is to go on studying. Instead of searching for a job in the short-term, they plan to continue their university education, mostly through a masters degree, but also by improving their level of English. The strategies and action they plan to implement are surprisingly vague and imprecise, as they prioritise education instead of searching for and fi nding a job. In addition, they have neither information about nor previous experience with, the existing career services, which again means that they are not in active search of employment. Discussion focuses on the idea that these fi ndings are related to the obstacles they perceive they will encounter in the near future. Hence, the general perception is that there are no opportunities in the labor market for them. It is not a problem of being more “employable” or having better competences when searching for employment, but the simple matter of opportunities in the current Spanish market. Additionally, they mention another barrier: employers usually search for people with previous work experience and they lack it, so they will have to pass through an uncertain process of acquiring this experience before having real opportunities. A special mention must be made for students with disabilities because they highlighted the personal barriers deriving from their own disability that could hinder their professional development. Keywords: career plans, students, Erasmus+, EMPLOY, employability, higher education. Streszczenie Plany zawodowe nietradycyjnych studentów Uniwersytetu w Sevilli Zatrudnialność (employability) studentów i absolwentów stała się kluczowym celem w procesie bolońskim i polityce europejskiej w obszarze szkolnictwa wyższego. Mimo to badania dotyczące procesu wejścia absolwentów studiów wyższych na rynek pracy są niepełne. Szczególnie dotyczy to grupy nietradycyjnych studentów i absolwentów. Celem artykułu jest zaprezentowanie wyników badań dotyczących planów zawodowych nietradycyjnych studentów i społeczno-kulturowo-ekonomicznych uwarunkowań konstruowania ich ścieżki kariery po ukończeniu studiów wyższych. Artykuł opiera się na danych empirycznych zgromadzonych w ramach międzynarodowego projektu badawczego „EMPLOY. Enhancing the employability of non-traditional students in higher education”, fi nansowanego z programu Erasmus+, a także w ramach Szkolnictwa Wyższego, Partnerstwa Strategicznego 2014-1-UK01-KA203-001842. W artykule wykorzystano wyniki interdyscyplinarnych badań jakościowych przeprowadzonych wśród nietradycyjnych studentów i absolwentów w Szwecji, Polsce, Wielkiej Księga Społeczności.indb 164Księga Społeczności.indb 164 2017-11-09 15:19:572017-11-09 15:19:57 CAREER PLANS OF NON-TRADITIONAL STUDENTS IN THE UNIVERSITY OF SEVILLE 165 Brytanii, Irlandii, Portugalii, Hiszpanii. Celem badań projektu EMPLOY prowadzonych metodą biografi czną było: zrozumienie zatrudnialności (emploability) z perspektywy studentów/absolwentów, pogłębienie wiedzy i zrozumienie czynników, które promują lub blokują zatrudnialność absolwentów (szczególnie nietradycyjnych) oraz zbadanie znaczenia czynników socjologicznych, jak wiek, płeć, klasa społeczna, etniczność, niepełnosprawność na perspektywę ich zatrudnienia (strona projektu: www.employ.dsw.edu.pl). Materiał badawczy prezentowany przez Autorów artykułu został zgromadzony na podstawie sześciu pogłębionych wywiadów biografi cznych ze studentami (kobietami i mężczyznami) ostatniego roku studiów licencjackich na Uniwersytecie w Sevilli. Osoby badane reprezentowały różne kierunki studiów (sztuka, nauki humanistyczne, nauki przyrodnicze i techniczne) oraz posiadały jedną lub kilka cech charakterystycznych dla nietradycyjnego studenta. Badacze na podstawie analizy dostępnej literatury i badań wskazali na następujące kryteria nietradycyjności grupy badanej: wszyscy studenci należeli do pokolenia, które w swoich rodzinach było pierwszym uczestniczącym w kształceniu wyższym, połowa posiadała trudną sytuację ekonomiczną i ograniczone możliwości w budowaniu kapitału społeczno-kulturowego, dwoje badanych to osoby z niepełnosprawnością, jedna w wieku dojrzałym (adult student) i jedna z doświadczeniem migracji. Główne pytanie, wokół którego budowane były wypowiedzi biografi czne studentów, dotyczyło zatrudnialności oraz ich planów życiowych i zawodowych. Wyniki badań wskazują, że hiszpańscy studenci swoje plany zawodowe odkładają na później, tj. decydują się na kontynuowanie edukacji na studiach II stopnia (magisterskich). Wskazują na to nie tylko ich wypowiedzi, ale także prezentowany brak zainteresowania i zaangażowania w poszukiwanie pracy. Ich plany zawodowe są nieprecyzyjne, przepełnione wątpliwościami głównie z powodu niejasnej sytuacji społeczno-gospodarczej w kraju unijnym o najwyższym wskaźniku bezrobocia wśród młodych. Wyniki badań dowodzą, że studenci posiadają wiedzę (spoza uniwersytetu i jego jednostek) o możliwościach zatrudnienia i doskonale zaadaptowali się do sytuacji zewnętrznej, próbując w ten sposób opóźnić wejście na niepewny rynek pracy. Wszyscy natomiast planują także doskonalenie kompetencji językowych (szczególnie z języka angielskiego). Być może tę praktykę można wskazać jako strategię wzmacniania własnej zatrudnialności, aby zdobyć pracę poza granicami Hiszpanii lub w przedsiębiorstwach/ korporacjach/fi rmach, w których warunkiem przyjęcia do pracy jest posługiwanie się językiem obcym (szczególnie w sektorze turystycznym). Badani wskazują zewnętrzne i wewnętrzne bariery związane z zatrudnieniem. Do pierwszej grupy barier należą: brak pracy dla absolwentów na hiszpańskim rynku pracy oraz oczekiwania pracodawców poszukujących pracowników już z doświadczeniem zawodowym. Druga grupa barier związana jest z nietradycyjnymi cechami osób badanych, tj. niepełnosprawnością, innością, obcością kulturową. Słowa kluczowe: plany zawodowe, studenci, Erasmus+, EMPLOY, szkolnictwo wyższe, zatrudnienie. Księga Społeczności.indb 165Księga Społeczności.indb 165 2017-11-09 15:19:572017-11-09 15:19:57 MARÍA VÁZQUEZ-GRANADERO  MARÍA TENORIO-RODRÍGUEZ  JOSÉ GONZÁLEZ-MONTEAGUDO AND TERESA PADILLA-CARMONA 166 References 11. Aliane N., Égido V., Fernández L., García M.J., Gaya M.C. and Mata M., Análisis de empleabilidad y perfi les de egresado en las titulaciones de informática en España, “Proceedings of the XII Jornadas de Enseñanza Universitaria de la Informática” 2006, pp. 231–236. 12. Chisvert M.J., Revisión del desarrollo de la orientación sociolaboral como política activa de empleo, “Revista Española de Orientación y Psicopedagogía” 2014, No. 25, 1, pp. 8–24. 13. European Centre for the Development of Vocational Training, Vocational education and training at higher qualifi cation levels, Publications Offi ce of the European Union, Luxemburg 2011. Available at: www.cedefop.europa.eu/fi les/5515_en.pdf. European Commision, Employers Perception of Graduate Employability, European Commision, Brussels 2010. 14. European Lifelong Guidance Policy Network, European Lifelong Guidance Policies: Progress Report 2011–12, A report on the work of the European Lifelong Guidance Policy Network 2011–12, Finland 2011. Available at: [online] http://www.elgpn.eu/ publications/browse-by-language/english/a-report-on-the-work-of-the-europeanlifelong-guidance-policy-network-2011201312/. 15. González-Monteagudo J., Padilla-Carmona M.T. and Liñán F., Informe sobre empleabilidad de estudiantes y egresados no tradicionales en España, Report of the EMPLOY Project, Enhancing the employability of non-traditional students in Higher Education, 2015. Available at: [online] http://employ.dsw.edu.pl/wp-content/ uploads/2015/05/Country_context_Spain_web.pdf. 16. Ministry of Education, Culture and Sports, Datos y cifras del sistema universitario español. Curso 2014–15, Secretaría General Técnica del MECD, Madrid 2015. 17. Available at: [online] http://www.mecd.gob.es/dms/mecd/educacion-mecd/areaseducacion/universidades/estadisticas-informes/datos-cifras/Datos-y-Cifras-delSUE-Curso-2014-2015.pdf. 18. National Agency for Quality Assessment and Accreditation, Los procesos de inserción laboral de los titulados universitarios en España: Factores de facilitación y obstaculización, ANECA, Madrid 2009. 19. National Institute of Statistics, Encuesta de Inserción Laboral de los Titulados Universitarios EILU-2014, Instituto Nacional de Estadística, Madrid 2015. Available at: [online] http://www.ine.es/proyectos/eilu/proyecto_EILU.pdf. 10. Organization for Cooperation and Economic Development, Career Guidance and Public Policy: Bridging the Gap, OCDE Publications, Paris 2004. Available at: [online] http://www.oecd.org/edu/innovation-education/34050171.pdf. 11. Suárez M., Barreras en el desarrollo profesional femenino, “Revista Española de Orientación y Psicopedagogía” 2004, No. 19 (1), pp. 61–72. 12. Suárez M., Padilla-Carmona M.T. and Sánchez M.F., Factores condicionantes de buenas prácticas en servicios de orientación de personas adultas, “Revista Iberoamericana para la Investigación y el Desarrollo Educativos” 2013, No. 1, pp. 1–19. Księga Społeczności.indb 166Księga Społeczności.indb 166 2017-11-09 15:19:572017-11-09 15:19:57