Abstract—Many of values, knowledge, and forms of
identification of the social actors, can be redefined and changed,
causing often ruptures with the school learning, because the
transition school-work highlights the relationship between the
ideal model that represents the social dignity of a profession, his
trademark, the symbolic value and the practical model that
defining the tasks of everyday life at operational work, which
hardly correspond to the creation of the work and tends to
accentuate or fade, as a result of both contexts, education and
work, because there are contexts where are performed the
professional practices.
So, we used the methodology of case study, with data
collection techniques, document analysis and semi-structured
interview of graduates in HRM, and we used as data processing
technique: the content analysis.
The results revealed that the career of the interviewees
reflects the data about the role of traineeship in the access to
first job and the support to finding employment after completing
the degree. We also conclude that school also contributes to
instilling a positive spirit on the functioning of the labour market
as well as the behavioural rules that potentiate their social
integration, like forms of sociability and knowledge networks
that remain well beyond the loop created by the imposition of
education.
Index Terms—Human resources management, employability,
career, expectations.
The authors are with the Escola Superior de Ciências Empresariais,
Instituto Politécnico de Setúbal, Portugal (e-mail:
Samantha.verpoort@live.com.pt).
Cite: Samantha Hacard-Verpoort and J. Tiago Sousa, "Learning Processes and Professional Expectations," International Journal of Information and Education Technology vol. 7, no. 4, pp. 260-264, 2017.