Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T15:42:28Z (GMT). No. of bitstreams: 1 Pelissoni_AdrianeMartinsSoares_M.pdf: 1009198 bytes, checksum: c964d6c81d50e4180320a67b1ecdd15e (MD5) Previous issue date: 2007 / Resumo: Este estudo foi desenvolvido considerando as evidências sobre o desenvolvimento de carreira na perspectiva da teoria social cognitiva, abordando a especificidade do momento de transição para o trabalho por estudante da educação superior. Para isso, recorreu-se ao conceito de crenças de auto-eficácia referente à crença pessoal na capacidade de organizar e executar ações de procura de emprego e de adaptação ao mundo do trabalho. Teve como objetivos: analisar as crenças de auto-eficácia na transição para o mundo do trabalho de estudantes de licenciatura do último ano do ensino superior segundo o gênero, situação de trabalho e área de conhecimento do curso; e caracterizar a relação entre a auto-eficácia no domínio investigado e comportamentos de exploração de carreira. Foi realizado com 351 estudantes do último ano de cursos de licenciatura de uma universidade pública do interior do estado de São Paulo. A maioria era do gênero feminino (60,1%), com média de 24,5 anos, e o desvio padrão de 4,26. Foram aplicadas duas escalas de auto-relato com formato de resposta tipo likert, a Escala de Auto-Eficácia na Transição para o Trabalho (de seis pontos) e a Escala de Comportamento Exploratório (de cinco pontos). A coleta dos dados foi coletiva, mediante a concordância voluntária. A média obtida na escala de auto-eficácia foi 4,75, com desvio padrão de 0,69. Os resultados evidenciaram valores superiores ao ponto médio da escala, em todas as dimensões, demonstrando que os participantes tinham confiança na capacidade para ter sucesso na transição para o trabalho (4,12 a 5,11). Em relação ao gênero, foram identificadas diferenças significativas somente na dimensão autoeficácia na regulação emocional (M=189,55; F=156; p=0,002), revelando que as mulheres tinham crenças menores nesta capacidade. Os estudantes trabalhadores obtiveram índices significativamente superiores em duas dimensões e no total. Também foram identificadas diferenças significativas nas dimensões auto-eficácia na transição para o trabalho (p=0,001) e auto-eficácia na adaptação ao trabalho (p=0,01) entre os participantes dos seguintes pares de área de conhecimento dos cursos: Ciências Humanas-Artes e Ciências Biológicas- Exatas. A magnitude do relacionamento entre as variáveis auto-eficácia e comportamentos de exploração de carreira foi predominantemente fraca. Isto pode estar associado à característica de multideterminação dos fenômenos. Os resultados indicam a relevância de atuação das instituições frente ao desenvolvimento de carreira dos estudantes / Abstract: This study was developed based on the evidence of the career development from the perspective of social cognitive theory, approaching the specification of the sition moment to the job market by higher education students. To do so, it was adopted the concept of self-efficacy, related as the personal belief in the capacity to organize and to execute actions to look for a job and to adapt to the work place. The objectives were: to analyze self-efficacy beliefs in the transition to the work place of senior students according to sex, work status and course area; also, to characterize the relationship between selfefficacy in the areas under study domain to behaviors of career development. The study was conducted with 351 senior bachelor students from a university in the interior of São Paulo. Most of the respondents were female (60, 1%), average age 24, 5 years old, with 4,26 standard deviation . Two scales of self-report in likert format were applied, also the Self-Efficacy for Job Transition Scale (six points), and the Exploratory Behavior Scale (five points). The gathering of data was collectively made voluntarily with acceptance by the respondents. The average obtained in the self-efficacy scale was 4, 75, with 0,69 standard deviation. The results demonstrated higher values to the middle average in all dimensions, showing that the respondents had trust in the capacity of being successful in the transition to work. As to the gender of the respondents, significant differences were found only in the dimension of self-efficacy for emotional regulation (M=189,55; W=156; p=0,002), revealing that women had lower beliefs in this capacity. Students who were working had significantly higher scores in the three dimensions. Significant differences were identified in the dimension of self-efficacy in the transition to work (p=0,001) and self-efficacy in the adaptation to work (p=0, 01) among the participants of the following pair of knowledge area: Human Sciences-Arts and Natural Science. The magnitude of the relation between the variables self-efficacy and behaviors of career exploration was predominately weak. This might be associated to the multi determinative characteristic of the phenomena. Results indicate the relevance of actions made by the institutions in order to emphasize the career development of the students / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-06-22T18:10:19Z No. of bitstreams: 1 Tese - Mugiany Oliveira Brito Portela - 2017.pdf: 3974221 bytes, checksum: acde13d1438b767eb0b59267910d6347 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2017-06-29T18:27:34Z (GMT) No. of bitstreams: 1 Tese - Mugiany Oliveira Brito Portela - 2017.pdf: 3974221 bytes, checksum: acde13d1438b767eb0b59267910d6347 (MD5) / Made available in DSpace on 2017-06-29T18:27:34Z (GMT). No. of bitstreams: 1 Tese - Mugiany Oliveira Brito Portela - 2017.pdf: 3974221 bytes, checksum: acde13d1438b767eb0b59267910d6347 (MD5) Previous issue date: 2017-05-11 / This research has as guiding principle to understand the geographical knowledge of university students, expressed in concepts about the city and the urban, as indicators of results of teaching-learning processes in basic education, especially in high school. And, more specifically: to analyze the official proposals for high school in national, state and municipal level of Teresina, as a curriculum former for the teaching of Geography; to identify the city and the urban as contents for the teaching of Geography in the contexts of the ENEM and of the didactic books of Geography for the high school; to know the socioeconomic profile of the recently admitted young university student from the UFPI-Teresina, as subjects of this research; to verify components of high school in relation to the geographic knowledge present in the understanding of university students in relation to the geographic space of the city of Teresina; And to define guiding elements of curricular guidelines for the teaching of Geography, in view of citizen practices. For this, the research used as main theoretical and methodological references Vygotsky (2000, 2007) and Cavalcanti (2005, 2008, 2012, 2014a). The work of these authors, together with other writers, contributed to the formatting and use of the following instruments: documentary research, research in the tests of ENEM, research in didactic books, questionnaire for young recently admitted, activity for the verification of scientific and everyday knowledge, as well as discussion groups; besides the analyzes which were being structured according to the collect of information. In this context, the qualitative approach was used for the analysis, following the dialectical method. The research was conducted in Teresina, Campus Minister Petrônio Portela, UFPI, in 2015 and 2016, and had as subjects the recently admitted young college student in the courses of Electrical Engineering, Bachelor of Laws, Pedagogy, Degree in Physical Education, Veterinary Medicine and Degree in Mathematics. Among the main conclusions, it was observed that the young people, although they were predominantly restricted to the empirical knowledge about the urban aspects and about the city of Teresina, they provided, at the same time, evidence of a high school which still persists in the search for positive results in tests that are used as quality national indicators. It’s the case, especially of ENEM, because this seems to be the option of the most schools in order to their students to be admitted in university. Furthermore, it was verified that a qualitative diagnosis stimulates the self evaluation of the young people and provides the necessary evidences to be able to analyze what they could internalize about the geographical knowledge during basic education, identifying, so, how was the process of teaching submitted to them. / Esta pesquisa tem como princípio orientador o de compreender os conhecimentos geográficos de jovens universitários, expressos em conceitos sobre a cidade e o urbano, como indicadores de resultados de processos de ensino-aprendizagem na educação básica, notadamente no ensino médio. E, mais especificamente: analisar as propostas oficiais nacional, estadual e municipal de Teresina, para o ensino médio, como formadoras de currículo para o ensino de Geografia; identificar as concepções de cidade e urbano como conteúdos para o ensino de Geografia nos contextos do ENEM e dos livros didáticos de Geografia para o ensino médio; conhecer o perfil socioeconômico dos jovens universitários recém-ingressos da UFPI-Teresina em diferentes graduações, na condição de sujeitos desta pesquisa; verificar componentes curriculares do ensino médio referentes ao conhecimento geográfico presentes na compreensão dos jovens universitários em relação ao espaço urbano e da cidade de Teresina; e definir elementos norteadores de diretrizes curriculares para o ensino de Geografia, tendo em vista práticas cidadãs. Para tanto, a pesquisa utilizou como principais referências teórico-metodológicas Vygotsky (2000, 2007) e Cavalcanti (2005, 2008, 2012, 2014a). O trabalho desses autores, em conjunto com outros escritores, colaborou para a formatação e utilização dos seguintes instrumentos: pesquisa documental, pesquisa nas provas do ENEM, pesquisa em livros didáticos, questionário para jovens recém-ingressos, atividade para a verificação de conhecimentos científicos e cotidianos, bem como grupos de discussão; além das análises que foram sendo estruturadas de acordo com a coleta das informações. Nesse contexto, valeu-se, para as análises, da abordagem qualitativa, seguindo o método dialético. A pesquisa foi realizada em Teresina, no campus Ministro Petrônio Portela, da UFPI, durante os anos de 2015 e 2016, e teve como sujeitos os jovens recém-ingressos dos cursos de Engenharia Elétrica (CT), Bacharelado em Direito (CCHL), Licenciatura em Pedagogia (CCE), Licenciatura em Educação Física (CCS), Medicina Veterinária (CCA) e Licenciatura em Matemática (CCN). Dentre as principais conclusões, constatou-se que os jovens, apesar de predominantemente restringirem-se aos conhecimentos empíricos sobre os aspectos urbanos e sobre a cidade de Teresina, forneceram, ao mesmo tempo, indícios de um ensino médio que ainda persiste na busca por resultados positivos em testes que são utilizados como indicadores nacionais de qualidade. É o caso, sobretudo, do ENEM, pois essa parece ser a opção de grande parte das escolas para que seus alunos tenham êxito em aprovações nas universidades. Além disso, verificou-se que um diagnóstico qualitativo estimula a autoavaliação dos jovens e fornece os indícios necessários para que se possa analisar o que eles conseguiram internalizar sobre os conhecimentos geográficos durante a educação básica, identificando, assim, como foi o processo de ensino-aprendizagem a eles submetido. Muito embora se reconheça que a capital do Piauí tem suas especificidades, sabe-se que muito do que for discutido em tais orientações pode contribuir para estudos de outras cidades brasileiras, o que dá uma dimensão nacional à tese. Por fim, nesta tese os órgãos competentes que gerenciam a educação encontram o que seria o passo inicial para realizar diagnósticos qualitativos com vistas a compreender e elaborar propostas que colaborem para o aprimoramento do processo de ensino-aprendizagem em Geografia.

Considerando o processo de formação vivenciado, particularmente, pelos alunos de graduação em enfermagem da PUC/SP e suas relações com a qualidade de vida, esta pesquisa teve como objetivos: identificar as percepções que o aluno de graduação em enfermagem tem em relação a sua qualidade de vida atual e a futura qualidade de vida no trabalho; compreender e analisar as principais demandas por eles evidenciadas no resgate das situações vividas e as estratégias de enfrentamento utilizadas que impactam na melhoria da sua qualidade de vida. A pesquisa foi qualitativa, e os dados forma obtidos por meio de entrevistas individuais, na primeira fase. A análise dos temas resgatados dos discursos na primeira fase, nortearam os temas disparadores dos cinco encontros de grupo focal na segunda fase. Nesse sentido trata-se de uma modalidade de pesquisa-ação. Os dados gerados nos encontros grupais foram analisados segundo a modalidade da análise temática, estruturada nas categorias: qualidade de vida; qualidade de vida no trabalho; qualidade de vida dos trabalhadores de enfermagem e qualidade de vida de estudantes universitários. Após análise foi realizada uma adaptação do Modelo Ecológico de QVE proposto por Benjamin (1994) considerado capaz de apreender a qualidade de vida dos alunos de enfermagem. Os resultados evidenciaram que a Universidade é um espaço que propicia vivências de promotoras e não promotoras de qualidade de vida dos alunos. Ficou evidente a necessidade de implantação de encontros sistematizados, no curriculum, nos quais alunos e professores tenham a oportunidade de discutir a construção individual e coletiva de estratégias de enfrentamento das situações geradoras de desgaste favorecendo o fortalecimento da qualidade de vida dos mesmos. / Considering the perceptions about the development process experienced specifically by the nursing students from PUC/SP and their relation with quality of life, this research has had the following objectives: identify the perceptions the nursing students have in relation to their present quality of life and their future quality of life at work; understand and analyse the main requirements evidenced by them in rescuing the situations they have lived and the directions and suggested confrontation strategies that may impact on improving their quality of life. The research was the qualitative mode and, in the first stage, the data were obtained through individual interviews. The analysis of the topics taken from this first stage guided the starting themes of the five meetings of the focus group in the second stage. Because of this it is a research – action type. The data obtained in the group meetings were analysed according to the thematic analyses mode based on the following categories: quality of life at work, quality of life of nursing workers and quality of life of university students. After the analysis was done, it was adjusted to the “Students Ecological Model of Quality of Life” proposed by Benjamin (1994), considered able to grasp the quality of life of nursing students. The results showed that the University is a place that provides perceptions that promote or not students quality of life. It was very clear the need to implement systematic meetings in the curriculum so that both students and teachers may have the opportunity to discuss the individual and collective development of strategies to face the stressing situation they experience so that they may strengthen their quality of life.

Orientadores: Soely Aparecida Jorge Polydoro, Pedro José Sales Luis da Fonseca Rosário / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T22:08:22Z (GMT). No. of bitstreams: 1 Freitas-Salgado_FernandaAndradede_D.pdf: 2357874 bytes, checksum: efa20c62b4f68cead3505cc0f98c0370 (MD5) Previous issue date: 2013 / Resumo: Pesquisas apontam que alunos com maior grau de aprendizagem autorregulada tendem a ser mais responsáveis e autônomos em seu processo de estudo e aprendizagem uma vez que têm a capacidade de regular o ambiente, o comportamento, a cognição e a motivação a partir de seus objetivos acadêmicos. Há diversos programas de intervenção com a finalidade de promover a autorregulação da aprendizagem, muito embora nenhum programa elaborado e implantado no contexto brasileiro tenha sido localizado por meio de levantamento bibliográfico. Desse modo, selecionou-se o programa "Cartas do Gervásio ao seu Umbigo: comprometer-se com o estudar na Educação Superior" (desenvolvido por Rosário, Núñez e González-Pienda, adaptado e publicado no contexto brasileiro em 2012), devido a seu suporte teórico, à metodologia da narrativa e por estar voltado a ingressantes da educação superior. Assim, o objetivo deste trabalho foi avaliar a eficácia desse programa, a partir de uma pesquisa com delineamento quase experimental na qual participaram 66 estudantes provenientes de diferentes cursos de graduação de uma universidade pública do interior do estado de São Paulo, sendo 26 ingressantes do grupo experimental (GE) e 40 ingressantes do grupo controle (GC), com faixa etária entre 17 e 29 anos. Os ingressantes do GE participaram da oficina intitulada "Como estudar melhor agora que estou na Universidade?", organizada em seis encontros de 90 minutos cada um, oferecida por meio do serviço de apoio ao estudante da universidade como atividade não obrigatória. Nessa oficina, as cartas 0, 2, 3, 4, 6 e 13 do programa, as quais tratam de temas como integração ao ensino superior, estabelecimento de metas, anotações, gerenciamento do tempo, autorregulação da aprendizagem e autoavaliação, respectivamente, foram selecionadas e trabalhadas com os alunos. Nos GE e GC foram realizados pré e pós-teste a fim de avaliar as seguintes variáveis dependentes: conhecimento das estratégias de aprendizagem, autorregulação da aprendizagem, instrumentalidade para autorregulação, autoeficácia para autorregular-se e autoeficácia na formação superior. Para compor a avaliação de seguimento, sete participantes do GE responderam a uma entrevista após dois meses do término da oficina. A partir das análises quantitativa e qualitativa, algumas evidências foram obtidas a favor da eficácia de parte do programa. Com base na estatística descritiva e inferencial, identificou-se que os resultados dos participantes do GE foram significantemente melhores nas variáveis autorregulação da aprendizagem, instrumentalidade para autorregular-se, conhecimento das estratégias de aprendizagem, autoeficácia para autorregular-se e autoeficácia na formação superior a favor do pós-teste. Constatou-se a convergência dos resultados obtidos nos instrumentos pelo GE e GC desta pesquisa com os resultados obtidos em outras realidades e cultura. A partir da análise de conteúdo, verificou-se que os resultados obtidos pelo GE convergiram com a análise quantitativa. Em função desses resultados, entende-se que a autorregulação da aprendizagem de ingressantes pode ser potencializada e/ou desenvolvida por meio da intervenção proposta. Além disso, algumas limitações e implicações metodológicas e práticas foram esboçadas, bem como a proposição de novas pesquisas. / Abstract: Research shows that students with a higher level of self-regulated learning, tend to be more responsible and autonomous in their processes of study and learning once they have the capability to regulate the environment, behavior, cognition and motivation from their academic goals. There are several programs of intervention aimed at promoting learning self-regulation, though no program developed and implemented in the Brazilian context was found through bibliographical research. Therefore, "Letters from Gervasio to his Navel: getting committed to studying in Higher Education", (developed by Rosário, Núñez and González-Pienda, adapted and published in the Brazilian context in 2012), was selected due to its theoretical support regarding the methodology narrative and for being addressed to freshmen students. Thus, the objective of this research was to evaluate the efficacy of this program from quasi-experimental research which included 66 participants from different graduation courses who attend a public university in the interior of São Paulo State; 26 in the experimental group (EG), and 40 in the control group (CG), with an age range of 17 to 29 years old. The freshmen students participated in a workshop named "How do I study better now that I am in the University?" It was organized in 6 ninety-minute meetings and offered by the support service to the university student as a non-mandatory activity. In this workshop, the numbers 0, 2, 3, 4, 6 and 13 of the program, which covered issues such as integration to higher education, setting goals, notes, time management, self-regulation of learning and self-assessment, respectively, were selected and worked with the students. Pre and post tests were realized in the EG and CG in order to evaluate the following dependent variables: knowledge of learning strategies, learning self-regulation, instrumentality for self-regulation, self-efficacy to self-regulate, and self-efficacy for higher education. To compose the follow-up evaluation, seven participants from EG were interviewed two months after the workshop finished. From both quantitative and qualitative analysis, some evidences were obtained favoring the efficacy part of this program. Based on descriptive e inferential statistics, it was identified that the results from the EG participants were significantly better regarding these variables: learning self-regulation, instrumentality to self-regulate, knowledge of the learning strategies, self-efficacy to self-regulate and self-efficacy in higher education favorable to the post test. The results obtained in the instruments by EG and CG in this research were converged with the results obtained in other settings and cultures. From the content analysis, it was found that the results obtained by the EG converged to the quantitative analysis. In light of these results, it is understood that the self-regulation of learning can be enhanced and/or developed through the proposed intervention. Moreover, some limitations, methodology, and practical implications were outlined, as well as proposals for new research. / Doutorado / Psicologia Educacional / Doutora em Educação

The problem of this study was to determine the academic, personal, social, and financial level of satisfaction of the international students at North Texas State University. The subjects were 351 international students representing fifty-four different countries. These students were enrolled full time during the fall semester of 1981. The instrument used to gather the data was a questionnaire. The questionnaire was validated by a panel of experts and pretested on a small sample of international students.

Community Engagement (CE) in South Africa is an increasingly important feature of the relationship between the university and a broader community, and may aid in bridging the entrenched social divisions of this nation. This will only be possible if CE succeeds in uniting the knowledge production interests of the university and the broader community. Through CE, knowledge production and dissemination from within the university should be made more relevant and applicable because it is based on a relationship or engagement with a community. Based on the perceptions of student volunteers in a CE programme at a South African university, this thesis set out to ask whether or not students are transformed through university-community collaboration. This research examines the perceptions and motivations of student volunteers entering community partnership programmes. More importantly, it asks whether these engagements are merely a “weekend special” consisting of shallow engagements, which last only a few hours a week that provide institutional window dressing; or well-intended engagements through which students build meaningful relationships and experience learning opportunities that prepare them for real world civic participation. As this thesis focuses on the student perspective, it explores whether or not CE has an impact, both personally and educationally or academically, on the lives of individual student volunteers. The literature on CE argues that students’ participation in CE opportunities should enhance academic learning, personal growth and promote a sense of citizenship or civic responsibility. Based on the perceptions of a small group of student volunteers at one university, this thesis identifies possible successes and limitations of CE volunteering programmes in order to see if what is promoted in the literature or institutional policies is being experienced or achieved in practice at universities. I argue that students are indeed transformed through processes of CE, often in unexpected ways, and despite many difficulties. Therefore, if CE provides students with more holistic learning opportunities while attending universities for academic ends, it is important to look at in what ways this is achieved.

Adoption of location-based services (LBS) was for a long time below expectations, and most of the studies attribute it to privacy concerns of users. However, many new LBS applications are currently among the most downloaded application for smartphones, particularly entertainment applications. Therefore, this research aims to find out whether privacy concerns still matter to users and to explore the role of the privacy in the adoption of LBS entertaining applications. The adopted methodology is qualitative research and data are collected through interviews and additional information from the smartphones ofparticipants. Ten individuals among university students at Linnaeus University in Sweden are selected for this research, and this sample choice is per their experience with two selected LBS entertaining applications, Pokémon Go and Tinder. As a result, six themes have been recognized to answer the research questions. Low privacy concerns about location information, especially in entertainment applications with negligible effect on adoption have been identified. However, author of this research suggests, that developers of LBS entertaining applications should care for retaining their credibility because it can have an impact on the adoption of their LBS services.

Denna studie är en kvalitativ studie baserad på ett jämförande, tolkande och sociologiskt perspektiv med fokus på medieanvändning samt social interaktion. Syftet är att se hur högskolestudenter upplever social interaktion på Facebook i jämförelse med den fysiska världen. Metod och tillvägagångssätt är i huvudsak en reflexiv intervjumetod. Materialet för studien består av sex inspelade och transkriberade intervjuer med universitetsstudenter i åldrarna 19 till 38 år. Anledningen till att göra en social interaktionsstudie på Facebook är att vi idag behöver kunskap om våra handlingar och beteenden online. Slutsatsen är att social interaktion på Facebook uppfattas som ett komplement till den fysiska världen. Det kan värderas annorlunda men anses fortfarande vara en uppenbar tillgång i det sociala livet idag. / This study is a qualitative study based on a comparative, interpretative and sociological perspective, with a focus on media use and social interaction The purpose is to see how university students experience social interaction on Facebook in comparison with the physical world. Method and approach is essentially a reflexive interview method. The material for the study consists of six recorded and transcribed interviews with universitystudents in the ages 19 to 38. The reason to do a social interaction study on Facebook is because we need knowledge about our actions and behavior online. The conclusion is that social interaction on Facebook is perceived as a complement to the physical world. It can be valued differently but is still considered to be an obvious asset in social life today.

This study is about the analysis of perceptions and attitudes concerning the study of isiXhosa at tertiary level Nelson Mandela Metropolitan University (NMMU) in Port Elizabeth. The objective of this study is to investigate negative attitudes of African students with special reference to isiXhosa. Chapter One looks at the objectives of the research, the research problem, and its theoretical framework, as well as the literature review, the significance of the study, the research methods and definition of terms. Chapter Two deals with language planning and the current negative attitudes towards African languages, with special reference to isiXhosa. Chapter Three deals with status planning, the teaching of isiXhosa, language maintenance and multilingual education policy. Chapter Four discusses corpus planning, the role that Xhosa educators and students should play in the development of the language. Chapter Five discusses acquisition planning, the attitudes towards isiXhosa language and the maintenance of the language. Chapter Six concludes the study by presenting the summary and recommendations for the future research.

This study sought to investigate the relevance of Person-Environment (P-E) fit amongst Human Resource (HR) graduates from Nelson Mandela Metropolitan University (NMMU) within the Nelson Mandela Metropole (NMM). A secondary objective of this study was to determine whether P-E fit was a determinant of Human Resource (HR) graduates’ migration. The study comprised a pilot study and main study (n=50). The study was qualitative in nature, but incorporated a quantitative research component to support the qualitative research findings. Results showed that HR graduates from the NMMU perceived P-E fit as important. Immense emphasis was placed on achieving P-E fit by means of finding employment related to Human Resource Management (HRM). The lack of P-E fit, amongst HR graduates, was furthermore revealed as a determinant of graduate migration. HR graduates would relocate to pursue a career in HRM. Implications of the findings are that organisations should use the theoretical knowledge of HR graduates to develop their skills and broaden their practical knowledge. This will secure competent future HR managers for the NMM and help to combat scarce skills migrations from the area.