PROFILE AND CAREER EXPECTATIONS OF FRESHMAN STUDENTS IN ADMINISTRATION: IMPLICATIONS FOR PEDAGOGICAL AND CURRICULAR MANAGEMENT

Abstract

This article aims to cross-reference the sociodemographic profile and career expectations of freshman students in an Administration undergraduate program at a higher education institution (HEI) in the interior of the state of São Paulo, Brazil, drawing implications for the course's pedagogical and curricular management. This is applied research, of a qualitative-quantitative nature and exploratory-diagnostic character, conducted through a case study, with data from two instruments applied to the same population between 2015 and 2017: a profile questionnaire (283 respondents) and Edgar Schein's Career Anchors inventory (307 respondents). Results show a predominantly young and female profile (66%), already active in the labor market (73%) and guided, in career terms, by work-life balance (the "Lifestyle" anchor, 26%). Course choice is mainly driven by employability (51%), and the Human Resources field draws the greatest academic interest (40%). Comparing these findings with national CFA data reveals convergences — such as the weight of employability in career choice — and gaps, particularly low adherence to anchors associated with leadership and complex problem-solving. It is concluded that cross-referencing profile and career expectations offers concrete input for updating the course's pedagogy and curriculum, particularly regarding the articulation between Human Resources content and other disciplines, and the development of leadership competencies still undervalued by the freshmen.