Nonlinear Professional Trajectories of Students: Constructing, Practices, Consequences

Abstract

The article is devoted to the analysis of nonlinear professional trajectories of modern students, features of their constructing, practices, that they are determined, basic consequences. The theoretical and methodological approaches to the study of trajectory are analysed and the conception of professional trajectory in the context of constructivism of P. Bourdieu is actualized. So the professional trajectory is defined as the process of realization by the individual during his active working (professional) life of professional competences, knowledge, skills attracting «educational investment» through formal and non-formal education and employment practices, as well as incorporated cultural capital, professional guidance and strategies of involving in the professional field. The article is based on the results of quality research of professional trajectories of student and analysis of results of questioning conducted within the framework of research “Student on a Border: identities, values, vital plans”. Professional trajectories are considered on the indexes of profile of education and type of employment, and also strategies of forming of students’ professional trajectory. On results quality researches intercommunication of educational and professional trajectories of student, factors that determine them dynamic character, is educed. As one of consequences of realization of nonlinear professional trajectories is considered factor of professional marginalization. The data obtained in the research allow us to conclude that the coherence of the educational and professional trajectory is of a non-permanent nature. Factors such as the direction of study at the university (economic, medical, socio-humanitarian, technical, natural) and the type of employment (full-time students; temporary work; work from time to time; job seekers; those who do not work at all)) largely determine students’ assessment of the quality of higher education, their educational motivation, the values of their future profession, the planning of strategies for further employment, and the evaluation of job prospects.