@misc{10481/102422,
year = {2025},
month = {1},
url = {https://hdl.handle.net/10481/102422},
abstract = {This paper aims to offer an overview of the professional trajectories pursued
by graduates of the University of Granada’s French Studies bachelor’s programme in
Spain, post the Bologna Process. It is notable that there are no existing studies addressing
the employment outcomes of these graduates. An online questionnaire was designed and
distributed to graduates who completed their studies between the academic years 2013/2014
and 2020/2021. The analysis involved 78 completed questionnaires, representing a response
rate of 31%. Our preliminary findings uncover that a significant proportion of graduates
(73.1%; 30/41) found employment as French language teachers, predominantly within the
Spanish public educational system (56.6%; 17/30). This aligns with career paths outlined
in the corresponding White Paper (Libro Blanco). Of these, 56.6% (17/30) were engaged in
full-time positions, with 26.6% (8/30) securing permanent contracts as civil servants. The
duration of the degree programme and prior professional experiences acquired during the
course emerged as pivotal factors influencing graduates’ integration into the labour market.
These insights could prove valuable to stakeholders contemplating adjustments to the French
Studies bachelor’s program, ensuring its alignment with the evolving demands of the current
job market.},
abstract = {Este trabajo pretende ofrecer una visión general de las trayectorias profesionales
seguidas por los egresados del Grado en Estudios Franceses (GEF) de la UGR, tras el
Proceso de Bolonia. Cabe destacar la ausencia de estudios que aborden la inserción laboral
de estos graduados. Se diseñó y distribuyó un cuestionario online entre los egresados que
finalizaron sus estudios entre 2013/2014 y 2020/2021. El análisis incluyó 78 cuestionarios
completados, representando una tasa de respuesta del 31%. Nuestros resultados preliminares revelan que una proporción significativa de graduados (73,1%; 30/41) encontraron empleo
como profesores de francés, predominantemente dentro del sistema educativo público español
(56,6%; 17/30). Esto coincide con las trayectorias profesionales esbozadas en el Libro
Blanco correspondiente. De ellos, el 56,6% (17/30) trabajaba a tiempo completo, y el 26,6%
(8/30) tenía un contrato fijo como funcionarios. La duración de la titulación y la experiencia
profesional previa adquirida durante los estudios resultaron ser factores fundamentales que
influyeron en la inserción laboral. Estas percepciones podrían resultar valiosas para las partes
interesadas que contemplen la posibilidad de introducir ajustes en el programa del GEF,
garantizando su adecuación a la evolución de las demandas del mercado laboral actual.},
publisher = {Universidad de Granada},
keywords = {Follow-up study},
keywords = {labour market integration},
keywords = {Bologna Process},
keywords = {Estudio de seguimiento},
keywords = {inserción laboral},
keywords = {Proceso de Bolonia},
title = {Professional outcomes of University of Granada’s French studies bachelor’s graduates, post-Bologna process: A preliminary study},
doi = {10.30827/portalin.vi43.28013},
author = {Defrance, Charlotte and Shams, Maryam and Ruyffelaert, Ariane},
}