Browsing by Author "Hussi, Johanna"

Objective of the study. Transition from studies to work can be considered as an important process in human life and it has impact on personal well-being. Study and work engagement, which are affected by individual, collective, and situational factors, have been shown to have positive effects. In this study, study and work engagement is defined as a long-term and fulfilling positive experience which is shown as vigour, dedication, and absorption. More detailed studies of engagement in the transition from higher education to work is missing from generalized fields. Aim of this study is to examine meaningful experiences of the study and work engagement in the transition from university to work with master students and Masters of Educational Science. Aim of the study is also to examine the objects in the interviewees’ studies and work of engagement. Methods. The data consisted of semi-structured interviews collected in total from 20 participants. Critical incident -technique was applied in the interviews. 9 of the interviewees were students of educational sciences and 11 of them were Masters of Educational Science. All of them were working. The data were qualitatively analysed by abductive content analysis. Results and conclusions. The meaningful experiences in the studies and work were similar in both groups. The meaningful experiences of the interviewed students were related to the beginning of the studies, courses and events, internships, the first work in related field, present situation, and future. The interviewed masters’ meaningful experiences lacked experiences of pedagogical studies. Also, instead of challenges in studies and work the interviewees described challenges which affected on studying and working, and other challenges. The objects of the interviewees’ meaningful experiences were mainly the studies and work or matters followed by those.