Browsing by Author "Gallardo, Gonzalo "

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    Career development experiences: a qualitative study of graduates from a Chilean technical-professional higher education institution
    (2024) Goni, Fernanda; Quiroga, Loreto; Venegas-Muggli, Juan Ignacio; Gallardo, Gonzalo
    This paper describes the results of qualitative and exploratory research into the transition to and experiences of the working world of graduates from a Chilean technical-professional higher education institution, whose student body is mainly made up of first-generation higher education students. The study includes eight in-depth and six group interviews, with a total of 33 graduates taking part. The results reveal the different obstacles graduates face as far as their career development is concerned, as well as the personal and strategic resources and actions they have used in their transition to the labor market. Among these perceived obstacles, the fact that society does not particularly value their work, long hours, low salaries and even gender and class violence particularly stand out. The study ends with practical recommendations so higher education institutions can actively support the transition of their graduates into the labor market.
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    ¿Por qué no pedir ayuda cuando la necesito? Obstáculos a la búsqueda de apoyos académicos institucionales (AAI) en universitarios chilenos
    (2021) Gallardo, Gonzalo
    Despite the global interest of universities in developing academic support mechanisms for their students, those who need these resources most don't always use them. This phenomenon represents the greatest global challenge to institutionalized academic support services. This is also the case in Chile, where university enrollment has been consistently increasing. In this context, it is pertinent to consider the experience and perceptions of the university students themselves in order to identify obstacles to access and use of institutional academic support. From 25 individual interviews with university students in different regions (Metropolitan, Magallanes, Valparaiso and Araucania), a focus group in the Metropolitan Region and a review of relevant literature, we identified factors that, from the student perspective, would limit their search for academic support. The results show obstacles in accessing academic support at three levels: first, obstacles of a socio-cultural nature, originating beyond the institutions with an impact on practices and discourses; institutional barriers to the search for help, created in each academic community; and finally, individual limitations, coming from previous experiences and learning trajectories of each subject. Finally, this article discusses these results, and poses educational policy changes for the success of institutional academic support.
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