Lifelong training: satisfaction and intentions among post-graduates

The results of a Portuguese study to understand the motivation, intentions and effects on post-graduates involved in the process of lifelong training indicate that obtaining a second or third degree has a positive effect on satisfaction levels in terms of professional activity, professional path and integration into the labour market. The study also found that those with higher educational qualifications express a strong desire to continue investing in lifelong learning.

About the study

[University and lifelong training (in Portuguese, 2.08Mb PDF](http://pascal.iseg.utl.pt/~socius/novidades/Universidade.Formacao. Longo da Vida.pdf)) summarises the results of a research project funded by the Foundation for Science and Technology (FCT) in Lisbon which was carried out between 2003 and 2006 under Project Telos II, ‘Lifelong training: effects on higher education graduates’. The project’s aim was to understand the lifelong learning process among those with higher educational qualifications, focusing mainly on post-graduates.

The analysis here is on the effects on the post-graduates themselves at the personal/social, educational/training and professional levels, considering:

• occupational satisfaction;

• educational/training satisfaction;

• their intention to continue to invest in lifelong training.

Study methodology

The project used a qualitative methodology and therefore the results do not provide an extensive and comprehensive picture of the process of lifelong learning for post-graduates, but instead offer a deeper understanding of some aspects of the process. One component of the study analysed the level of satisfaction with the current professional activity, entry into the labour market, and the level of satisfaction with the professional path (measured by number of jobs) followed by PhD graduates and those with masters degrees. Their attitude towards further investment in education and training was also addressed.

The post-graduates who participated in the study all held qualifications awarded by the higher education institutions to which the researchers involved in the project belong.

The survey was launched during 2005. It sought to assess the work and training trajectories of 440 graduates with a masters degree or PhD who obtained their qualification in the academic years 1995–1996 or 2000–2001 from four higher education institutions in Aveiro and Lisbon.

The questionnaire was sent by post and was returned by 145 individuals (33% response rate). Of the respondents, 69 were men and 76 were women, representing 47.6% and 52.4% of the sample respectively. The average age of the respondents was 41.

Study findings

Current job

The respondents appear to be ‘relatively highly satisfied’ with their professional activity; 85.1% were ‘satisfied’ and 31.2% of those considered themselves ‘very satisfied’. The ‘less satisfied’ accounted for 10.6% and the ‘not at all satisfied’ for 4.3%.

The reasons given to justify such high levels of satisfaction were in most cases of a projective nature such as ‘opportunity to improve my professional status’ or ‘opportunity to progress in my career’. In contrast, the respondents who were ‘less satisfied’ or ‘not satisfied’ gave socio-economic conditions as the main reason for their low level of satisfaction.

Changing jobs

There was a relative stability in the professional paths followed since almost half (46.9%) of the respondents had only had one job. However, 23.4% had had two jobs and the remaining 29.7% had had three or more jobs; of these, 10.4% had had five or more jobs.

Respondents listed both positive and negative reasons for changing jobs. The positive reasons predominate; 57.2% claimed the change was due to their choice, either because better opportunities arose or because conditions at the old job were not good, while only 6.9% claimed that the change was due to a failure to renew their contract, and 2.8% cited closure of their company or organisation.

Professional path

The data on satisfaction with their professional path reflect those on job changes. 90.7% of the respondents declared themselves to be ‘satisfied’, of whom 31.4% considered themselves ‘very satisfied’. Only 1.4% were ‘not at all satisfied’.

Economic reasons again seemed to be the basis of the dissatisfaction felt by respondents, being mentioned less by those who felt ‘satisfied’ and not at all by those who considered themselves ‘very satisfied’.

When asked about their higher education route, the respondents claimed to be mostly ‘satisfied’ (54.7% of those with a masters degree and 33.3% of those with a PhD) or ‘very satisfied’ (38.8% of masters and 55.6% of PhD). The level of satisfaction among those with a doctorate was particularly high.

Faced with the possibility of having to choose again, 88.6% of the respondents said they would follow the same higher education path. Among the minority group of those who would not follow the same path:

• nearly half would have opted for a PhD programme that exempted them from doing a masters first;

• only one or two said they might have chosen a path that did not include higher education.

Plans to continue with lifelong learning

When questioned about their plans to continue to invest in lifelong learning, 81% of the respondents said they would. Only 3% said they were not interested, while 16% did not respond.

The main reasons for continuing to invest were related to personal satisfaction, a desire for learning and personal growth. A smaller proportion also mentioned professional reasons such as job change, improving their professional situation and advancing their career.

These observations reinforce the conclusion of previous research (Alves, 2005) that the professional paths of those with higher levels of education are characterised by a stronger appetite to continue investing in education and training, either through a return to the educational system or by attending further training.

Conclusions

The report’s authors concluded that obtaining a masters or a PhD degree contributed to achieving positive and quite remarkable effects on individuals’ levels of satisfaction in terms of:

• present professional activity;

• integration into the labour market;

• professional path.

References

Alves, M.G., A inserção profissional de diplomados do ensino superior numa perspectiva educativa (1.93Mb PDF) [The integration into labour market among higher education graduates in an educational perspective], European Journal of Vocational Training, No. 34, 2005, pp. 31–44.

Alves, M.G., Cabrito, B.G., Lopes, M.C., Martins, A. and Pires, A.L.O., [Universidade e formação ao longo da vida (2.08Mb PDF)](http://pascal.iseg.utl.pt/~socius/novidades/Universidade.Formacao. Longo da Vida.pdf) [University and lifelong training], Lisbon, CELTA Publishing, 2008.

Heloísa Perista and Eudelina Quintal, CESIS