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Conciliação da tripla jornada: como os estudantes trabalhadores conciliam a vida profissional - vida pessoal / familiar – escola
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Orientador(es)
Resumo(s)
A necessidade de atualização pessoal e profissional permanente tornou-se um prérequisito
fundamental numa sociedade que se assume cada vez mais competitiva (Quintas et
al., 2014). Deste modo assistimos a uma grande adesão por parte de pessoas adultas ao ensino
superior, no entanto, tendo em conta os vários papéis sociais desempenhados por este
público, perante o trabalho e a família, o processo de frequentar o ensino superior torna-se
um processo difícil de conciliar.
Neste sentido, surge a necessidade de alargamento do acesso ao ensino superior, bem
como a necessidade de alterações a nível institucional, quer a nível da estrutura, flexibilidade
e da coerência, quer a nível pedagógico como organizacional do próprio sistema de ensino
(Pires, 2008).
Para além das alterações institucionais no ensino superior é imprescindível, por parte
das organizações a implementação de políticas e práticas de conciliação da vida profissionalpessoal/
familiar e a escola (Guerreiro, Lourenço e Pereira, 2006).
É neste contexto que surge este estudo empírico no âmbito do Mestrado em Gestão
Estratégica de Recursos Humanos, que tem como objetivo saber como é que os estudantes
trabalhadores conciliam a tripla jornada: trabalho-vida pessoal/familiar e escola.
Do ponto de vista metodológico, foi utilizada a metodologia de estudo de caso,
recorrendo ao inquérito por questionário aos estudantes trabalhadores da ESCE/IPS que
frequentam cursos de licenciatura e à análise documental através do site da ESCE/IPS.
É feita a análise aos resultados das variáveis em estudo, nomeadamente à caraterização
da ESCE/IPS, a caraterização dos cursos de licenciatura da ESCE/IPS, a caraterização da
população em análise, a caraterização sociográfica dos respondentes, o ingresso no ensino
superior, caraterização profissional dos respondentes, conciliação da vida pessoal/familiar e
as práticas organizacionais facilitadoras da conciliação da tripla jornada. Os resultados
obtidos indicam que a ESCE/IPS dispõe de cursos em regime diurno, pós-laboral e noturno,
bem como horários em regime diurno e pós-laboral nos serviços da escola. Dos alunos
inquiridos no estudo, verificou-se que a maior percentagem de respondentes é do sexo
feminino, a média de idades é de 34 anos, a maioria são casados e residem em Setúbal.
Quanto à composição do agregado familiar, constatou-se que é composto em média por 3
pessoas, sendo que alguns dos respondentes tem filhos dependentes e pessoas
dependentes/idosas ou com deficiência a seu cargo. Quanto ao regime de ingresso na ESCE/IPS, verificou-se que a maioria dos alunos
ingressou através do concurso de acesso a maiores de 23 anos, os motivos para a escolha da
ESCE/IPS prendem-se com o fato de ter o curso que pretendiam e devido à proximidade do
local de residência, sendo que os principais motivos de ingresso no ensino superior foi a
aquisição de novos conhecimentos e a valorização pessoal. Quanto à caraterização
profissional, verificámos que a maior percentagem dos inquiridos trabalha por conta de
outrem, possuem um contrato de trabalho sem termo, têm um trabalho a tempo integral com
um horário fixo.
No que se refere à conciliação da vida pessoal/familiar, constatámos que as mulheres
se dedicam mais às tarefas domésticas relacionadas com o interior da casa e na prestação de
cuidados familiares, enquanto que os homens se dedicam mais a atividades efetuadas no
exterior da casa.
Quanto às práticas organizacionais facilitadoras da conciliação da tripla jornada,
verificou-se que nas empresas onde trabalham a que tem mais relevância é a flexibilidade de
horários.
The need for permanent personal and professional updating became a fundamental prerequisite in an increasingly competitive society (Quintas et al., 2014). In this way we see a great adhesion by adults to higher education. However, in view of the various social roles played by this public, in relation to work and family, the process of attending higher education becomes a difficult process to conciliate. In this sense there is a need to broaden access to higher education, as well as the need for institutional changes, in terms of both structure, flexibility and coherence, and of pedagogical and organizational levels of the education system itself (Pires, 2008). In addition to the institutional changes in higher education, it is essential that organizations implement policies and practices to conciliate professional – personal/familiar life and school. (Guerreiro, Lourenço e Pereira, 2006). It is in this context that this empirical study appears in the scope of the Master in Strategic Management of Human Resources, whose aim is to know how working students conciliate the triple journey: work- personal/family life and school. From the methodological point of view, it was used the case study methodology, using the questionnaire survey of ESCE/IPS working students who attend graduation courses and documentary analysis through ESCE/IPS website. The results of the study variables are analysed, namely the characterization of ESCE/IPS, the characterization of ESCE/IPS graduation courses, the characterization of the population under analysis, the sociological characterization of the respondents, entry into higher education, professional characterization of respondents, conciliation of personal/family life and the organizational practices that facilitate the conciliation of the triple journey. The results indicate that ESCE/IPS have day, after work and night courses, as well as schedules in day and after work regime in the school services. From the students surveyed in the study, it was found that the highest percentage of respondents were female, the average age is 34 years old, the majority are married and live in Setúbal. In what concerns the household, it was found that it is composed on average by 3 people and some of the respondents have dependent children and dependent people/elderly or disabled people in their charge. With regard to ESCE/IPS admission system, it was verified that most students entered through the over 23 years old access contest. The reasons for choosing ESCE/IPS relate to the fact that it has the course they wanted and to the proximity of residence. The main reasons for entering higher education were the acquisition of new knowledge and personal valuation. Regarding the professional characterization we found that the highest percentage of respondents are employees, have an unlimited term employment contract and have a fulltime job with a fixed schedule. Concerning the conciliation of personal/family life, we found that women are more involved in domestic tasks inside the house and in the provision of family care while men are more engaged in activities performed outside the house. Concerning the organizational practices that facilitate the conciliation of the triple journey, it was verified that the one that has more relevance in the companies where they work is the schedule flexibility.
The need for permanent personal and professional updating became a fundamental prerequisite in an increasingly competitive society (Quintas et al., 2014). In this way we see a great adhesion by adults to higher education. However, in view of the various social roles played by this public, in relation to work and family, the process of attending higher education becomes a difficult process to conciliate. In this sense there is a need to broaden access to higher education, as well as the need for institutional changes, in terms of both structure, flexibility and coherence, and of pedagogical and organizational levels of the education system itself (Pires, 2008). In addition to the institutional changes in higher education, it is essential that organizations implement policies and practices to conciliate professional – personal/familiar life and school. (Guerreiro, Lourenço e Pereira, 2006). It is in this context that this empirical study appears in the scope of the Master in Strategic Management of Human Resources, whose aim is to know how working students conciliate the triple journey: work- personal/family life and school. From the methodological point of view, it was used the case study methodology, using the questionnaire survey of ESCE/IPS working students who attend graduation courses and documentary analysis through ESCE/IPS website. The results of the study variables are analysed, namely the characterization of ESCE/IPS, the characterization of ESCE/IPS graduation courses, the characterization of the population under analysis, the sociological characterization of the respondents, entry into higher education, professional characterization of respondents, conciliation of personal/family life and the organizational practices that facilitate the conciliation of the triple journey. The results indicate that ESCE/IPS have day, after work and night courses, as well as schedules in day and after work regime in the school services. From the students surveyed in the study, it was found that the highest percentage of respondents were female, the average age is 34 years old, the majority are married and live in Setúbal. In what concerns the household, it was found that it is composed on average by 3 people and some of the respondents have dependent children and dependent people/elderly or disabled people in their charge. With regard to ESCE/IPS admission system, it was verified that most students entered through the over 23 years old access contest. The reasons for choosing ESCE/IPS relate to the fact that it has the course they wanted and to the proximity of residence. The main reasons for entering higher education were the acquisition of new knowledge and personal valuation. Regarding the professional characterization we found that the highest percentage of respondents are employees, have an unlimited term employment contract and have a fulltime job with a fixed schedule. Concerning the conciliation of personal/family life, we found that women are more involved in domestic tasks inside the house and in the provision of family care while men are more engaged in activities performed outside the house. Concerning the organizational practices that facilitate the conciliation of the triple journey, it was verified that the one that has more relevance in the companies where they work is the schedule flexibility.
Descrição
Mestrado – Gestão Estratégica de Recursos
Humanos
Palavras-chave
Conciliação Tripla jornada Papéis sociais Práticas organizacionais Ensino Superior Conciliation triple journey social roles organizational practices higher education
Contexto Educativo
Citação
Editora
Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais