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”Man kan inte lära sig allt under en utbildning”: En studie av beteendevetares upplevelser av sin utbildning och dess relevans för arbetslivet
Jönköping University, School of Education and Communication.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
”One cannot learn everything during an education” : A study of behavioral scientists’ experiences of their education and its relevance for working life (English)
Abstract [sv]

Beteendevetare är en av de snabbast växande yrkesgrupperna på arbetsmarknaden idag och det finns många olika yrken att arbeta inom efter examen. Beteendevetarnas arbetsmarknad ligger nära socionomers, personalvetares och samhällsvetares yrken. Utifrån den stora möjliga yrkesbredden bör frågan ställas om beteendevetare faktiskt upplever att deras utbildning skapat tillräckliga förutsättningar för så olika typer av yrken. Denna studie undersöker hur beteendevetare från olika lärosäten ser på utbildningens relevans för arbetslivet; dels genom deras syn på vilka förutsättningar och motsättningar för framtida arbetsliv som följt av utbildningen, men också vad de upplever saknas i utbildningen. Studien bygger på tjugoen deltagares berättelser där fem personer intervjuats och sexton deltagit i inkätdialog. Studien är fenomenologisk och essensbegreppet har fått stå i fokus. Resultatet visar att beteendevetarna upplever att utbildningen skapat förutsättningar för framtida arbete genom ett breddat perspektiv och samtalsfärdigheter, och att den otydliga yrkesprofileringen upplevs som en motsättning. Det deltagarna upplever saknas i utbildningen är juridiska kunskaper, bättre arbetslivsanknytning och till viss del praktik.

Abstract [en]

Behavioral scientists are one of the fastest growing occupational groups in the labor market today and there are many different professions to work in after graduation. The behavioral scientists labor market is close to the occupations of social workers, human resources managers and social scientists. Based on the broad possible scope of work, the question should be asked if behavioral scientists actually find that their education has created sufficient conditions for such different types of professions. This study examines how behavioral scientists from different academies perceivethe relevance of their education when related to working life; partly through their opinions of what preconditions and contradictions for future working life that the education has given, but also what they find is missing in the education. The study is based on twenty-one participants’ stories where five people were interviewed and sixteen participated in survey-dialogues*. The study is phenomenological and the essence concept has been placed in focus. The result shows that behavioral scientists find that the education created good conditions for future work through a broader perspective and conversational skills, and that the unclear professional profiling is perceived as a contradiction for future profession. The aspects that participants find to be missing in the behavioral science education is legal knowledge, better connection between education and practice and, in part, internships.

* Survey-dialogue is an approximate translation for a Swedish word that refers to a data collection method that is a mix between a survey and an interview.

Place, publisher, year, edition, pages
2017. , 44 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-35707ISRN: JU-HLK-PEA-2-20170033OAI: oai:DiVA.org:hj-35707DiVA: diva2:1104489
Subject / course
HLK, Education
Supervisors
Examiners
Available from: 2017-06-05 Created: 2017-06-01 Last updated: 2017-06-05Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • de-DE
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Output format
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