Primeras lecturas acerca de las motivaciones en el ingreso a las carreras de Ciencias Económicas y Estadística
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2019-11-27
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Estudiar una carrera universitaria supone una elección no exenta de riesgos y de renunciamientos. Los estudiantes universitarios deben, a menudo, afrontar tensiones entre el desarrollo de la vida académica y las opciones ligadas al deporte, a la actividad laboral y el esparcimiento, entre otras. Cuando estas tensiones se resuelven en favor de continuar con los estudios universitarios es por la emergencia de factores que ponen en marcha mecanismos motivadores. Si bien la motivación ha sido un tema profusamente estudiado desde diversos campos disciplinares, en educación universitaria se destacan algunos estudios que ponen el acento en la necesidad de autorrealización, en la expectativa de movilidad social ascendente y en el gusto por estudio. Este trabajo procura realizar una primera aproximación al conocimiento de las motivaciones para estudiar carreras universitarias de los ingresantes 2019 a la FCEyE. Al mismo tiempo interesa analizar las vinculaciones entre las motivaciones y algunas características de los ingresantes ligadas al género, la actividad laboral, la orientación del colegio secundario y la influencia de familiares directos que posean experiencia en la universidad. El estudio, de carácter descriptivo, tiene como punto de partida las entrevistas que llevan adelante los tutores en el marco del Sistema de ingreso a ciencias económicas y estadística –SICEE- con cada uno de los ingresantes a las distintas carreras que se dictan en la Facultad. Fueron realizadas durante los meses de noviembre y diciembre de 2018 y se relevaron un total de 1937 entrevistas. La categorización de respuestas permite observar la concentración en dos categorías- “título como portador de cierto status” y “expectativas de movilidad social ascendente”. Además, resalta una marcada agrupación de respuestas que alude a lo “público” y a las “cuestiones económicas” como las razones más citadas para la elección de la UNR frente a otras opciones académicas. El análisis de los resultados permite concluir sobre algunas reflexiones. En primer lugar, y en consonancia con los planteos referenciados en este escrito, los ingresantes parecen estar motivados por factores instrumentales que apuntan al logro de un mayor status social (Guzmán Gómez, 2017). Los argumentos de tipo expresivo, si bien están presenten en las respuestas, tienen menor peso en las motivaciones de los ingresantes. Respecto de la elección de la UNR basada en el criterio de lo “público” y las cuestiones económicas, las dos primeras categorizaciones más señaladas, si bien resulta difícil distinguir, ya que el concepto de “público” en nuestro país se asocia a la gratuidad y al ingreso irrestricto del sistema universitario argentino, es importante destacar que en las respuestas de los estudiantes, el contexto institucional (Gomez, 2017) constituye una variable importante, ya que el reconocimiento del prestigio de la Universidad pública en la tradición de la historia argentina, parece construirse a partir de una clara diferenciación con la educación privada. Sería interesante indagar como se va transformando esta valoración de la universidad pública como una experiencia de “autonomía” e “independencia” que en el ingreso aparece como vemos altamente valorada, a lo largo de los primeros años de la carrera.
Studying a university career is an election not without risks and resignations. University students often face tensions between the development of academic life and options linked to sport, work activity and recreation, among others. When these tensions are resolved in favor of continuing university studies, it is because of the emergence of factors that put in place motivating mechanisms. While motivation has been a topic extensively studied from various discipline fields, in university education there are some studies that emphasize the need for self-realization, the expectation of upward social mobility and the taste for study. This work seeks to make a first approximation to the knowledge of the motivations to study university careers from the 2019 entrants to the FCEyE. At the same time, it is interesting to analyze the linkages between the motivations and soma characteristics of the enteretors linked to gender, the work activity, the orientation of the secondary school and the influence of direct relatives who have experience in the University. The descriptive study has as its starting point the interviews carried out by the tutors under the Economic and Statistical Science Syms Entry System (SICEE) with each of the entrants to the different careers that are given in the Faculty. They were conducted during the months of November and December 2018 and a total of 1937 interviews were relieved. The categorization of responses allows to observe the concentration in two categories- "title as bearer of certain status" and "expectations of upward social mobility". It highlights a strong grouping of responses that refers to the "public" and "economic issues" as the most cited reasons for the un UNR's election over other academic options. The analysis of the results allows us to conclude on some reflections. First, and in line with the points referred to in this brief, the entrants appear to be motivated by instrumental factors that point to the achievement of greater social status (Guzmán Gómez, 2017). Arguments of an expressive type, while presented in the answers, have less weight in the motivations of the entrants. With regard to the choice of UNR based on the criterion of the "public" and economic issues, the first two more pointed categorisations, although it is difficult to distinguish, since the concept of "public" in our country is associated with free and income unrestricted of the Argentine university system, it is important to note that in the responses of students, the institutional context (Gómez, 2017) is an important variable, since the recognition of the prestige of the public university in the tradition of Argentine history, seems to be built from a clear differentiation with private education. It would be interesting to investigate how this assessment of the public university is transformed as an experience of "autonomy" and "independence" that in income appears as we see highly valued, throughout the early years of the race.
Studying a university career is an election not without risks and resignations. University students often face tensions between the development of academic life and options linked to sport, work activity and recreation, among others. When these tensions are resolved in favor of continuing university studies, it is because of the emergence of factors that put in place motivating mechanisms. While motivation has been a topic extensively studied from various discipline fields, in university education there are some studies that emphasize the need for self-realization, the expectation of upward social mobility and the taste for study. This work seeks to make a first approximation to the knowledge of the motivations to study university careers from the 2019 entrants to the FCEyE. At the same time, it is interesting to analyze the linkages between the motivations and soma characteristics of the enteretors linked to gender, the work activity, the orientation of the secondary school and the influence of direct relatives who have experience in the University. The descriptive study has as its starting point the interviews carried out by the tutors under the Economic and Statistical Science Syms Entry System (SICEE) with each of the entrants to the different careers that are given in the Faculty. They were conducted during the months of November and December 2018 and a total of 1937 interviews were relieved. The categorization of responses allows to observe the concentration in two categories- "title as bearer of certain status" and "expectations of upward social mobility". It highlights a strong grouping of responses that refers to the "public" and "economic issues" as the most cited reasons for the un UNR's election over other academic options. The analysis of the results allows us to conclude on some reflections. First, and in line with the points referred to in this brief, the entrants appear to be motivated by instrumental factors that point to the achievement of greater social status (Guzmán Gómez, 2017). Arguments of an expressive type, while presented in the answers, have less weight in the motivations of the entrants. With regard to the choice of UNR based on the criterion of the "public" and economic issues, the first two more pointed categorisations, although it is difficult to distinguish, since the concept of "public" in our country is associated with free and income unrestricted of the Argentine university system, it is important to note that in the responses of students, the institutional context (Gómez, 2017) is an important variable, since the recognition of the prestige of the public university in the tradition of Argentine history, seems to be built from a clear differentiation with private education. It would be interesting to investigate how this assessment of the public university is transformed as an experience of "autonomy" and "independence" that in income appears as we see highly valued, throughout the early years of the race.
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Motivaciones, carreras universitarias, ciencias económicas y estadísticas, Motivations, university careers, economics and statistics