Student-centered graduate education
Assessing the Quality of training by its Impact on career paths
DOI:
https://doi.org/10.22478/ufpb.2238-104X.2025v15n2.76717Keywords:
Impact, Alumni, Graduate program, Business AdministrationAbstract
Purpose: We aim to analyze through the present study the impact of the Graduate Program in Business Administration at the Federal University of Paraíba from the perspective of alumni professional success. Method: We employ empirical data to support our analyses, combining qualitative primary data with quantitative secondary large-scale data. Main results: After triangulating the empirical evidence, our results indicate that the PPGA/UFPB has been successful in training its alumni. The program fosters positive and enriching learning experiences, strong regional professional integration, high salary levels, and low rates of overeducation. Academic contributions: We contribute to the academic field by demonstrating how artifacts built from secondary data can overcome the challenge of low response rates in alumni surveys, offering a new paradigm for program evaluation. Additionally, we shift the focus of evaluation from faculty success to the student career trajectories. Practical contributions: We introduce the Alumni Monitoring System (SAEGO) as a proof-of-concept and analytical tool that can inspire its adoption by other higher education programs and institutions, and we identify key indicators for evaluating programs focused on student development.
Downloads
References
Bardin, L. (1977). Análise de Conteúdo. Edições 70.
Büchel, F., & van Ham, M. (2003). Overeducation, regional labor markets, and spatial flexibility. Journal of Urban Economics, 53(3), 482–493. https://doi.org/10.1016/S0094-1190(03)00008-1
CAPES. (2020). Fichas de avaliação. Recuperado de https://www.gov.br/capes/pt-br/centrais-de-conteudo/documentos/avaliacao/FICHA_ADMINISTRACAO_P_ATUALIZADA.pdf
Carneiro, J. S. (2025). Modelo de gestão baseada em evidências no ensino técnico: desenvolvimento, implementação e avaliação. [Tese de doutorado]. Universidade Federal da Paraíba.
Costa, F. J. D., Machado, M. A. V., & Câmara, S. F. (2022). Por uma orientação ao impacto societal da pós-graduação em administração no Brasil. Cadernos EBAPE.BR, 20(6), 823-835. http://dx.doi.org/10.1590/1679-395120210222
Costa, F. J., & Oliveira, S. A. (2024). Formação do doutor em administração no Brasil: Por um sentido profissional pleno. Administração: Ensino e Pesquisa, 25(1), 4-29. https://doi.org/10.13058/raep.2024.v25n1.2349
Cultrera, L., Rycx, F., Santosuosso, G., & Vermeylen, G. (2023). The over-education wage penalty among PhD holders: a European perspective. Education Economics, 33(1), 53–75. https://doi.org/10.1080/09645292.2023.2277120
Ghanaiem, M. M. I., & Shafy, H. K. I. A. (2024). Overeducation and its relationship with happiness as viewed by the postgraduates of educational studies in egyptian universities. International Journal of Research in Educational Sciences (IJRES), 7(4), 41-70. http://dx.doi.org/10.29009/ijres.7.4.1
Green, F., & Henseke, G. (2017). Graduates and 'graduate jobs' in Europe: a picture of growth and diversification. Centre for Global Higher Education, University of Oxford. http://dx.doi.org/10.5287/ora-o8qkzzgw9
Lambert, A. D., & Miller, A. L. (2014). Lower response rates on alumni surveys might not mean lower response representativeness. Educational Research Quarterly, 37(3), 40-53.
Martín-González, M., Ortiz, S., & Jano, M. D. (2025). An empirical analysis of overeducation among master’s graduates in Spain. European Journal of Higher Education, 1–21. https://doi.org/10.1080/21568235.2025.2556998
MIT - Massachusetts Institute of Technology. (2025). Institutional research. Recuperado de https://ir.mit.edu/outcomes/
More, S. (2024). Overeducation and its impact on unemployment duration: A glance at the Israeli labour market. Middle East Journal of Management, 11(6), 620-638. https://doi.org/10.1504/MEJM.2024.141918
OECD. (2023). Education at a Glance 2023: OECD Indicators. OECD Publishing. https://doi.org/10.1787/69096873-en
Pitan, O. S., & Adedeji, S. O. (2012). Skills mismatch among university graduates in the Nigeria labour market. US-China Education Review, A1, 90-98.
PPGA – Programa de Pós-Graduação em Administração (2018). Resolução nº 06/2018. Recuperado de http://plone.ufpb.br/ppga/contents/arquivos/legislacao/regulamento-ppga-resolucao-06-2018.pdf
PPGA - – Programa de Pós-Graduação em Administração (2024). Resolução nº 05/2024. Recuperado de http://plone.ufpb.br/ppga/contents/arquivos/legislacao/resoluo_consepe_n_05-2024.pdf
QS World Ranking. (2025). QS world university rankings 2026: Top global universities. Recuperado de https://www.topuniversities.com/world-university-rankings
Rios, R., Flores, V. C. M., Vargas Bianchim, B., Santos, R. D. C. T., & Rodrigues, A. M. (2018). Evasão, retenção e diplomação: ocorrências e motivações. Revista Gestão Universitária na América Latina-GUAL, 11(4), 20-39. https://doi.org/10.5007/1983-4535.2018v11n4p20
Sertillanges, A-D. (2019). A vida intelectual. Kírion.
Silva, A. B. D., & Costa, F. D. (2014). Itinerários para o desenvolvimento da competência docente na pós-graduação stricto sensu em administração. Revista Economia & Gestão, 14(34), 30-57. https://doi.org/10.5752/P.1984-6606.2014v14n34p30
Smith, K., & Bers, T. (1987). Improving alumni survey response rates: An experiment and cost-benefit analysis. Research in Higher Education, 27(3), 218-225. https://doi.org/10.1007/BF00991999
UFSC - Universidade Federal de Santa Catarina. (2025). Relatório de autoavaliação institucional. Recuperado de https://cpa.ufsc.br/?page_id=48.
Verhaest, D., & Omey, E. (2010). The determinants of overeducation: Different measures, different outcomes? International Journal of Manpower, 31(6), 608–625. https://doi.org/10.1108/01437721011073337
Vossensteyn, J. J., Kottmann, A., Jongbloed, B. W. A., Kaiser, F., Cremonini, L., Stensaker, B., Hovdhaugen, E., & Wollscheid, S. (2015). Dropout and completion in higher education in europe: main report. European Union. https://doi.org/10.2766/826962
Waiandt, C. (2009). O ensino dos estudos organizacionais nos cursos de pós-graduação stricto sensu em Administração [Tese de Doutorado]. Universidade Federal da Bahia.
