Satisfacción del universitario en su camino hacia la inserción socio-laboralUn estudio de caso

  1. Martínez-Clares, Pilar 1
  2. González-Lorente, Cristina 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revue:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Année de publication: 2021

Volumen: 27

Número: 2

Type: Article

DOI: 10.30827/RELIEVE.V27I2.20998 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Résumé

Are university students satisfied with the path to seeking employment? Student satisfaction is routinely forgotten, in both research and university career guidance services, when analyzing the transition into the workforce. In order to measure satisfaction, an ad-hoc scale was designed based on a theoretical framework for understanding career guidance in higher education. The chosen framework was the academic training-career guidance-employability prism. The present research aimed to validate a satisfaction rating scale using confirmatory factor analysis and SEM methodology. A second aim was to compare data on career guidance satisfaction by administering this scale to 497 final-year undergraduate students at the University of New Haven (USA) and the University of Padua (Italy). Outcomes showed good model fit and revealed that students completing the rating scale at UPD (Italy) were less satisfied than their American counterparts (UNH). This finding corresponds with other related studies. The present study demonstrates the adequacy and appropriateness of the satisfaction rating scale, highlighting it as an important tool for collecting reliable data with a view to improving university career guidance services.

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Doctor of Education with international distinction from the University of Murcia. She developed her research activity as a contracted doctoral candidate through the Programa de Ayudas a la Formación del Profesorado Universitario (FPU) funded by the Spanish Ministry of Education and carried out her research at the Department of Research Methods and Diagnostics in Education of the Faculty of Education at the University of Murcia. She specializes in subjects related to career guidance, job placement and employability in higher education, diagnostics, and development and evaluation of professional competencies.

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