Catalytic Influence of Professional Expectation
Academic vs Professional Motivation
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The book presents a model of cross-sectional analysis with an exploratory and descriptive character that includes a sample of 5 students analyzed using the Grounded Theory method, acquired from conducting interviews through a qualitative approach, two interviews per student (written and recorded) that corresponded to a total of 10 interviews. The study contributes to the area of Human Resources Development Policies to the extent that it studies a group of individuals who are inserted in a context that has not yet been extensively studied.It is concluded from this work that professional expecta...
The book presents a model of cross-sectional analysis with an exploratory and descriptive character that includes a sample of 5 students analyzed using the Grounded Theory method, acquired from conducting interviews through a qualitative approach, two interviews per student (written and recorded) that corresponded to a total of 10 interviews. The study contributes to the area of Human Resources Development Policies to the extent that it studies a group of individuals who are inserted in a context that has not yet been extensively studied.It is concluded from this work that professional expectations exert a catalysing influence between academic and professional motivation of Mozambican students in higher education in Portugal and that Mozambican students have diversified academic motivations, professional motivations and professional expectations that go according to the objectives of each individual, which may be expectations of return to Mozambique or not.
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