Literatura académica sobre el tema "Professional insertion of graduates in music education"

ABSTRACT Knowledge of the profile and professional integration of new graduates enables adjustments in medical education. This study evaluated 107 graduates from a private institution in the Brazilian South region, using a self-administered electronic questionnaire. There were similar participation of young physicians of both genders and higher male concentration in general surgery. Graduates are inserted in the public and private labor market. Most do extra shifts in emergency services and trauma surgery, where there is greater need for clinical and surgical skills. These findings suggest that adequate surgical training during graduation is critical to employability.

Doctoral programs in music education typically require a multiyear residency with an expected career trajectory leading to higher education. However, with low-residency online programs (LROPs) increasingly available, graduates may choose to remain in P–12 education. In this collaborative autoethnography, we examined our stories as four P–12 teachers who earned doctorates through a LROP. We framed learning as a pathway into a community of practice wherein an individual navigates the professional landscape. There was a particular focus on how each teacher’s identity was shaped as we negotiated higher education and P–12 education worlds. We also considered the motivations behind pursuing a doctorate to provide insight about the needs of LROP graduates with a foot in both worlds.

The article identifies the ways to improve the system of vocal training in higher music education institutions of China. The problems of professional vocal education in China are identified and characterized. The ways of solving the mentioned problems in the context of professional training of vocalists in the system of higher music education of China are offered: 1) to optimize professional vocal education management; 2) to create a national model of professional vocal education; 3) to optimally correlate quality and quantity in the process of vocalists’ professional training; 4) to overcome isolation; 5) to train highly qualified teaching staff for institutions of higher music education; 6) to modernize the content of education in the process of professional training of vocal art specialists in the system of higher music education; 7) to intensify development and implementation of the methods of teaching vocalists, which would correspond to the new theoretical and methodological foundations of vocalists’ professional training; 8) to develop a new working mechanism for graduates employment; 9) to limit the commercialization of education; 10) to develop a new educational model that takes into account the world experience of vocal training; 11) to systematically increase the level of pedagogical, scientific and performing personnel.

For the majority of undergraduate classical music performance students, ‘musotopia’ is a place where performance ambitions are realised with an international performance career. However, given that so few musicians achieve this ambition, should this ideal be redefined? This paper investigates instrumental musicians' careers by exploring the realities of professional practice. A detailed study which incorporated interviews, focus groups and a lengthy survey, revealed the multiplicity of roles in which most musicians engage in order to sustain their careers. The findings call into question the concept of a musician as a performer, positing that a musician is rather someone who practises within the profession of music in one or more specialist fields. The diversity of roles pursued by practising musicians is not reflected in the majority of conservatorium curricula, thus the enormous potential for the transfer of music graduate skills into the broad cultural industries setting remains largely unrealised. Acceptance of, and preparation for, a more holistic career will enable many more graduates to find their own musotopia.

There is much dialogue in the academy about the role of doctoral studies in relation to employment, career trajectories and graduate outcomes. This project explores the experiences of Doctor of Musical Arts (DMA) graduates and students at the Queensland Conservatorium in Australia to reveal how the programme has impacted upon their professional activities, while also addressing assumptions promulgated through the literature on artistic practice and research education. The paper presents emergent themes and concludes by offering insights into artistic research in music more broadly.

Globalization and the related popularization of artistic tastes is a process that cannot be taught directly. It is possible and necessary to shape higher aesthetic expectations than those provided by the commercialized entertainment market. An important role is played by artistic education — including music especially — and not by professional musicians, but by general education — reaching the majority of society. Art schools and music majors at art colleges should prepare their graduates for educational activities and provide them with tools for shaping common tastes. A separate issue is to educate decision-makers and parents how important music is for development of a child. Music is not an “entertainment for elites”, but an important element of shaping psycho-individuality and intellectual ability of children and teens.

Musicians are acknowledged to lead complex working lives, often characterised as portfolio careers. The higher music education research literature has tended to focus on preparing students for rich working lives and multiple identity realisations across potential roles. Extant literature does not address the area of work-life balance, which this paper begins to explore, as the authors seek to better understand potential challenges around combining music graduates' multivariate ambitions, commitments and identities as musicians in the world. Rich data are presented, following interviews with professional musicians in London, UK, discussing health, portfolio careers and family. The authors conclude that more research is required to gain a deeper understanding of work-life balance for musicians, and that pedagogical approaches in higher music education could more effectively help students to prepare for their futures in a more holistic way.

In this article we study forms and methods used to popularize western classical music in a South Korean TV series. The main subject of analysis is the TV series Beethoven Virus (2008) devoted to a symphony orchestra in a fictional South Korean city. The main purpose of this TV series is the promotion of classical music, and the author of the article comes to the conclusion that its popularity among Korean audience is explained by its engaging, convincing artistic methods with respect to national cultural specificities, which were used to show the working environment of professional musicians. The series reveals real problems of modern Korean musical culture: “crisis of overproduction” of academic musicians; discrimination of graduates of South Korean musical educational institutions; prejudice that classical music is only for the rich. The author emphasizes that immersion into the atmosphere of professional musical life allows the viewers to apprehend the educational value of the TV series more clearly. Beethoven Virus demonstrates traditional Korean attitude towards European classical music determined by the Confucian roots; and at the same time, it depicts changes in the modern culture conditioned by gradual departure from traditional values. The two main characters — the young and the old conductors — symbolize the old and the new in the Korean musical culture. They interact in a traditional eastern way: the new spirit does not openly conflict with the established convention, but sprouts from it. The author suggests that the music is explained in the film through emotional associations which let the viewers fully perceive the musical idea. The author believes that this method, compared to other ways widespread in the West, corresponds to the nature of the specific sensation of European classical music associated with Confucian cultural roots. An opinion is expressed that methods of music education used in Beethoven Virus were chosen in accordance to the South Korean serial genre traditions: leitmotivs in the soundtrack and gesture clichés are of particular significance here. The author suggests that the South Korean experience of promoting musical classics by means of serial films can be used abroad — given that the differences in mentality and realities of musical life are taken into account.

Perfusionists have a fundamental role in multi-professional teams involved in cardiopulmonary bypass procedures. The main objective of this study is to outline the profile of Brazilian perfusionists in the labor market by considering the evolution, current scenario, and future perspectives of this profession. Data from socio-demographic and professional profiles in active duty in Brazil were obtained through an electronic survey. The sample consisted of 157 perfusionists and showed that most of the professionals are female (58%), have up to 35 years of age (47.8%), and are married or are in a stable union (60%). Nurses make up 44.6% of the sample, followed by biomedical scientists at 31%. The salary range is related to the hours worked: the more hours worked, the higher the salaries (p = 0.007). Complementary training shows a period of transition and improvement in this specialty: 94% have a higher education level, 97% of whom are graduates in one of the six courses that recognize the role of professional perfusionists. There was no association between the time of professional performance and complementary training (p = 0.252). The professional profile of perfusionists is in clear evolution in terms of qualification since knowledge from the past, current scenario, and future projections trace new actions and professional insertion into different areas.

Os graduados representam o produto das Universidades e seu desempenho no mercado de trabalho é um dos parâmetros mais importantes para avaliar a qualidade do ensino. O objetivo desse artigo foi verificar como se deu a formação na graduação, com base na percepção da trajetória profissional trilhada por egressos de um Curso de Enfermagem. Estudo transversal, descritivo desenvolvido em abordagem quantiqualitativa. Participaram 61 egressos graduados entre os anos 2008 a 2012. Aplicou-se questionário semiestruturado utilizando processador on-line “Google Docs”. Realizada a análise descritiva dos dados quantitativos e análise de conteúdo das questões subjetivas. Os participantes eram, predominantemente, jovens e do sexo feminino; 85% haviam realizado pós-graduação; 75% afirmaram satisfação profissional; 90% começaram a trabalhar nos dois primeiros anos, a maioria em hospitais e na Atenção Básica. Da análise temática emergiram três categorias: “A instituição formadora favorece a inserção no mercado de trabalho”; “Estágio curricular supervisionado como diferencial” e “Aspectos para melhorar formação do enfermeiro”. A formação proporcionou capacitação técnico-científica e socioeducativa para o exercício profissional seguro e comprometido com a qualidade do serviço, porém deve haver maior investimento no desenvolvimento de competências ético-políticas.Palavras-chave: Avaliação Educacional. .Educação em Enfermagem. Força de Trabalho.Abstract The graduates represent the universities product and their resourcefulness in the labor market is one of the most important parameters to evaluate the teaching quality. The objective of this study was to verify undergraduate training based on the professional trajectory perception traced by a Nursing Course graduates. The authors carried out a survey study, a descriptive, qualitative and quantitative approach and cross segment, which analyzed data from 61 graduates between the years 2008-2011. Data were collected through semi structured response to a questionnaire sent to graduates by an electronic medium online processor “Google Docs”. Descriptive analysis of quantitative data and content analysis of subjective questions was performed. It is a young population and predominantly female. 85% had completed graduate studies; 75% affirmed professional satisfaction; 90% started working in the first two years, mostly in hospitals and in Primary Health Care. From the thematic analysis three categories emerged: “The training institution favors the insertion in the labor market”; “Supervised curricular internship as a differential” and “Aspects to improve nursing training”. The training provided scientific-technical and educational formation for the safe professional exercise and committed to the service quality, but there must be more investment in the development of ethical-political skills.Keywords: Educational Measurement. Education. Nursing. Labor Force.

Esta tese teve como objetivo geral investigar a inserção profissional de egressos dos cursos de licenciatura em música de instituições de ensino superior (IES) públicas do estado do Paraná, formados entre 2009 e 2014. Os objetivos específicos buscaram: examinar a situação profissional dos egressos; analisar a relação entre a situação profissional dos egressos e sua formação acadêmica; verificar as condições de trabalho dos egressos; e analisar o grau de satisfação com o trabalho que exercem. A inserção profissional é entendida como um processo não linear e multidimensional, sendo dependente de fatores individuais e institucionais, ideias que orientam teoricamente este trabalho. O método escolhido foi o survey por questionário autoadministrado via internet, respondido por uma amostra de 215 egressos. Os dados foram organizados em dois grandes eixos: perfil dos egressos, configurado a partir de dados sociodemográficos, percurso de formação e avaliação da formação acadêmica, e inserção profissional dos egressos. Os resultados indicam precocidade na inserção profissional dos egressos, inserção que, para a maioria deles, se inicia antes mesmo do ingresso no curso de licenciatura, por meio do exercício da docência de música, de outras atividades no campo da música e, ainda, de atividades em outra área que não a música. Quase a totalidade dos egressos se inseriu profissionalmente após a conclusão do curso. Mantém-se o perfil de atuação em múltiplas atividades, embora seja preponderante o trabalho como professor de música, sinalizando que os cursos de licenciatura em música estão a cumprir sua finalidade central de formar professores. Além disso, a maioria dos egressos não tem passado por fases de desemprego, mostrando que têm conseguido se inserir no mercado de trabalho. De modo geral, mostram-se satisfeitos com seu percurso e situação profissional atual, porém, mostram-se insatisfeitos ou pouco satisfeitos com o seu nível salarial. Esta pesquisa, ao fornecer dados acerca da inserção profissional de licenciados em música, possibilitou um mapeamento inicial das atividades profissionais desses egressos no âmbito do estado do Paraná, podendo contribuir para aprofundar o conhecimento acerca da atuação profissional de licenciados em música e para subsidiar novas reflexões sobre a formação de professores de música.
The general aim of this thesis was to investigate the professional insertion of graduates of degree programmes in music education, offered by public higher education institutions of the state of Parana, Brazil, graduated from 2009 to 2014. The specific objectives sought to examine the occupational status of the graduates; to analyse the relationship between the professional status of the graduates and their higher education; to verify the working conditions of the graduates; and to analyse their level of satisfaction towards their work. Professional insertion is understood as a non-linear and multidimensional process, which depends upon both individual and institutional factors, ideas that theoretically guided this research. The method chosen to carry out this research was the survey, by means of a self-administered online questionnaire, which has been answered by a sample of 215 graduates. Collected data were organized in two main axes: the graduates‟ profile, composed of sociodemographic information, training path, and evaluation of the higher education program; and the graduates‟ professional insertion. The results indicate precocity in the graduates‟ professional insertion, which, in most cases, begins even before entering the higher education programmes, in activities of music teaching, other activities in the field of music, and, even, activities in areas not related to music. Almost all graduates were employed after the completion of their degree courses. The practice of multiple activities is kept, even though music teaching practice is predominant, indicating that the degree courses in music education are fulfilling their main purpose of teachers training. Moreover, most of the graduates have not experienced situations of unemployment, demonstrating they have managed to enter the labour market. They are satisfied with their professional paths and professional status. However, they are dissatisfied or just a little satisfied with their wage level. By providing data on the professional insertion of graduates in music education, this research has enabled an initial mapping of the professional activities of these graduates within the state of Parana, which can contribute to deepen the knowledge about the professional performance of those graduates, and to subsidize further reflexion on music teachers‟ education.

Com o presente trabalho pretende-se recolher informação que permita fundamentar a criação do Observatório de Inserção Profissional dos Diplomados da Escola Superior de Tecnologia da Saúde de Lisboa (ESTeSL), que tem como objetivo acompanhar as trajetórias profissionais dos seus diplomados. Para tal, recorreu-se à revisão bibliográfica e documental, para integrar as transformações ocorridas no ensino superior em Portugal, com particular destaque para o aumento do número de diplomados, foram realizadas entrevistas a especialistas sobre o tema, de forma a identificar as principais linhas orientadoras de ação; ABSTRACT: With the present work it’s intended to collect information to support the creation of the Professional Insertion Observatory for the Graduates of Lisbon School of Health Technology (ESTeSL) that has the objective of tracking the career paths of its graduates. To this end, we resorted to bibliographic and documentary review, to incorporate the changes in the higher education in Portugal, with emphasis on increasing the number of graduates, interviews were conducted with experts on the subject, in order to identify the main guidelines for action.

O presente trabalho teve como objetivo geral investigar a inserção profissional de egressos dos cursos técnicos dos Conservatórios Estaduais de Música de Minas Gerais (CEM). Os objetivos específicos buscaram identificar quem são os egressos dos cursos técnicos dos CEM; mapear as atividades profissionais dos egressos; examinar suas condições de trabalho; e analisar a avaliação dos egressos sobre o curso técnico. Nortearam o trabalho os conceitos de inserção profissional, trabalho, emprego e ocupação, além da definição de precarização e flexibilização do trabalho. O método escolhido foi o de levantamento ou survey, sendo que a população do survey foi composta pelos egressos dos cursos técnicos de dez dos 12 CEM dos anos de 2010, 2011 e 2012. A amostra foi considerada probabilística aleatória simples e o instrumento de coleta de dados escolhido foi o questionário autoadministrado via internet. Para analisar os dados, foi utilizada a estatística descritiva, realizada a partir de análises univariadas, bivariadas e comparação de subgrupos, e a estatística inferencial, realizada através de testes de significância estatística. Neste trabalho, a inserção profissional é considerada um percurso, um processo educativo. O percurso da inserção profissional dos egressos dos CEM é esboçado a partir dos traços deixados por esses egressos, imprescindíveis para demarcar aspectos que demonstram as relações que os egressos estabelecem entre o curso técnico oferecido pelos CEM e suas escolhas profissionais. Os resultados indicaram que os percursos de inserção profissional dos egressos são marcados por características sócio-demográficas, como idade, raça/etnia, sexo e religião; pela precocidade, tanto da formação quanto da atuação profissional; pela continuidade da formação, seja na área de música ou em outras áreas; e, em alguns casos, pela disfunção da inserção profissional, já que nem todos passam a atuar profissionalmente na área do curso depois de o terem concluído. Em relação às condições da atuação profissional, apesar da precariedade e flexibilidade no trabalho e dos baixos salários, abaixo da média nacional para a maioria dos egressos, a satisfação dos egressos com seu trabalho atual é alta e a avalição dos cursos, para a grande maioria dos egressos, bastante positiva; o mercado na área de música se caracteriza pela crise do emprego e não do trabalho. As atividades musicais realizadas profissionalmente pelos egressos são variadas e têm relação com vários momentos do sistema cultural, indicando que, embora os cursos técnicos dos CEM tenham como finalidade central a formação de cantores e instrumentistas, eles não fixam uma identidade única para seus egressos. A inserção profissional dos egressos é caracterizada como um mosaico de trajetórias, que se constitui a partir de egressos que permanecem na área de música, seja estudando, trabalhando, ou estudando e trabalhando, egressos que se deslocam para outras áreas, porque não encontraram as condições de trabalho desejadas ou porque não buscavam se profissionalizar em música, e egressos que se mantêm vinculados à área de música, participando de grupos musicais e desenvolvendo trabalho voluntário. Esses resultados poderão subsidiar a avaliação e o planejamento dos cursos técnicos dos CEM, contribuindo, assim, para uma melhor compreensão da articulação dos cursos com o mercado de trabalho da área de música e, de modo mais amplo, com a sociedade.
The general aim of the present research was to investigate the professional insertion of the former students of the Minas Gerais State Conservatories of Music (CEM) technical education programs. The specific objectives aimed to identify who are the CEM‟s former students; to map their professional activities; to examine their working conditions; and to analyze how they evaluate the technical program they have attended. This research was guided by the concepts of professional insertion, labor, employment and occupation, as well as by the definition of job insecurity and work flexibility. The method chosen to carry out this study was the survey, and students, who have completed the technical education program from 10 out of the 12 CEMs in the years 2010, 2011 and 2012, composed the sample population of the survey. A random probabilistic sampling was used and the data collection instrument chosen was a self-administrated on-line questionnaire. In order to analyze the data, descriptive statistics was carried from univariate, bivariate and sub-group comparison analyzes, and inferential statistics undertaken through tests of statistical significance. Throughout this research, the professional insertion is considered a path, an educational process. The professional insertion path of the former CEM students is outlined from traces left by them, traces that are essential to demarcate the aspects that show the relation that the former students establish between the technical education offered by the CEM and their professional career choices. The results indicate that the former student‟s professional insertion path is marked by social-demographical characteristics, such as age, race/ethnicity, sex and religion; by precociousness, both in their formation and in their professional performance; by a continuity of their professional formation, in the musical field or in other areas of study; and, in some cases, by a professional insertion dysfunction, since not all of the former students have been working in the area of their formal training. Regarding the working conditions, in spite of the job insecurity, work flexibility and the low salaries – which are below the national average for most of the former students, their satisfaction with their jobs is high and the courses evaluation – for the majority of the former students – is very positive. The job market for music careers is characterized by an employment crisis and not by a working crisis. The former students perform various musical activities related to different moments of the cultural system. This fact indicates that, although the CEM‟s technical programs have as their main goal the formation of singers and instrument players, they do not attach a unique identity to their former students. A mosaic of trajectories characterizes the former CEM students‟ professional insertion. This mosaic is constituted by former students that continue to work in the music field – either as students, as professionals or as both students and professionals; former students who migrate to different careers because they couldn‟t find the desired working conditions or because they did not want to professionalize in music; and former students who are still attached to the musical field through the participation in musical groups and/or developing volunteer work. The results of the present research can enable the evaluation and planning of the CEMs, and therefore contribute to a better understanding of the programs‟ articulations with the job market for music graduates and, in a broader way, with the whole society.

Notre recherche a pour objet la migration pour études et plus précisément l’expérience de retour et du non-retour des diplômés guinéens formés au Canada. Elle repose sur une démarche qualitative. Prenant appui sur des matériaux discursifs issus d’entrevues individuelles dans deux sites (en Guinée et au Canada), auprès d’un échantillon de trente et un diplômés, notre étude s’est attachée, dans un premier temps, à faire ressortir les motivations des étudiants à « retourner au pays » à la fin de leurs études au Canada ou, à l’inverse, à demeurer dans le pays d’accueil. Dans une seconde phase, la recherche s'est intéressée au devenir des enquêtés après leurs études et en particulier à l’insertion ou réinsertion sociale, familiale et professionnelle des diplômés retournés en Guinée ou installés au Canada. Enfin, notre étude examine les perspectives d’avenir de l’ensemble de nos répondants; leurs satisfactions et frustrations après le retour en Guinée ou l’installation au Canada, le bilan qu’ils tirent de leur expérience de migration pour études mais aussi les perspectives de retour éventuelles et les liens que ceux qui sont restés entretiennent avec leur pays d’origine. Pour les diplômés retournés en Guinée, l’analyse des données montre que les « perspectives d’emploi et de promotion » ont joué un rôle central dans leur décision de rentrer. Ils sont également nombreux a déclaré avoir choisi le retour pour des raisons familiales. Certains justifient aussi leur retour par « la volonté de servir le pays ». Si l’insertion familiale a été facile pour la plupart des diplômés retournés en Guinée, la réinsertion sociale, le retour à des pratiques sociales et à un environnement précaire « qu’ils avaient oublié » semble en revanche avoir été moins aisé. Sur le plan professionnel, le séjour canadien est perçu comme ayant eu un impact très positif sur leur carrière. Les diplômes canadiens semblent très valorisés en Guinée et les réseaux canadiens que les diplômés ont pu établir lors de leur séjour sont aussi très utiles. La possibilité de trouver un emploi décent au Canada domine également le discours des répondants qui ont choisi de demeurer au pays d’accueil après leur formation. Les répondants ayant choisi de demeurer au Canada évoquent également fréquemment l’idée de « sacrifier » leur retour au profit de « l’avenir » des enfants. La politique de l’immigration canadienne par « l’incitation » de demeurer au Canada après les études ont aussi influencé certains diplômés dans leurs décisions de ne pas retourner. Même s’ils évoquent fréquemment l’emploi pour justifier leur installation au Canada, nos répondants restés au Canada ne trouvent pas facilement un travail qui correspond à leur formation et doivent souvent se contenter de « petits boulots ». Plusieurs pointent du doigt le «bilinguisme» et la «discrimination» en milieu de travail comme obstacles majeurs. Enfin, pour bon nombre d’entre eux le « retour au pays » est une perspective jamais écartée, la plupart n’ont jamais coupé le lien avec leur pays d’origine et plusieurs tiennent à faire connaître la culture guinéenne à leurs enfants.
The present study deals with the phenomenon of migration for educational purposes. Based on a qualitative approach, it specifically looks at the experience of Guinean graduates, educated in Canada, both those that have returned home and those that chose to stay in the host country. Using discursive materials gathered through individual interviews carried out in both Guinea and Canada, the sample includes 31 graduates. The thrust of the study is threefold. It seeks, first, to identify the main motivations for Guinean graduates in their decision to “return home” or stay in the host country at the end of their studies. The second aim is to enquire about the future of the graduates, particularly their social, family and professional integration or re-integration back home or in Canada. Finally, the study examines the future prospects of the sampled graduates: their satisfaction or lack thereof with their current situations, their retrospective view about the experience of migration for studies, the prospects of eventual return back home for those who stayed in the host country, as well as the linkages they have maintained with their home country. In the case of those who returned home, the study shows that “employment and promotion prospects” had played a central motivating role in their decision to return. Family considerations constituted the main motivation for some, while others cited their “resolve to serve the home country”, as the main incentive for their return. If family reintegration was easy for most of them, re-adaptation to certain social practices “they had forgotten” seems to have been less smooth. On the professional front, it appears that their Canadian training had a positive impact on their careers, as the reputation of Canadian certificates seems quite valuable in Guinea. Also, the professional networks established during their stay in Canada seem to be useful to many. For those who remained in Canada, the possibility of finding a decent job seems to be the main incentive for staying. They often cite the opportunity that Canada offers for a “better future” for their kids as one reason for their decision to stay, which they consider as a worthy “sacrifice”. Another important motivation is the Canadian immigration policy, which encourages graduates to remain in the country. But while they often cite employment opportunities in Canada to justify their decision to stay, they do not, in most cases, get an appropriate employment in line with their qualifications. Thus, they generally end up taking up “petty jobs”. Many blame “discrimination” and their poor or non-existent “English” for this situation, given Canada’s bilingualism. Finally, however, the majority of them still do not exclude “returning home” one day, and they have not severed links with the home country. In fact, most of them strive to raise their kids in a way that would not detach them from Guinean cultures and customs.

Music therapy is an evidence-based profession. Music therapy research aims to provide information about outcomes that support music therapy practice including contributing to theoretical perspectives that can explain why changes occur during treatment. Music therapy research has been conducted in a range of health, education, and community contexts throughout the world. Initially many music therapy developments in the university sector occurred through the establishment of training programmes that were developed and delivered by music therapists with professional experience in leading services in education and health care. Now many music therapy training programmes are led by people with practice experience along with research qualifications, and some universities offer music therapy doctoral pathways. Music therapy research capacity has expanded through a notable increase in PhD graduates as well as an increase in funded research in music therapy. This chapter covers: (1) traditions, (2) trends, and (3) contexts for music therapy research.

The present paper explores the use of the professional social network LinkedIn in the teaching of official masters. It is based on two projects of teaching innovation that are based on the information contained in the alumni profiles of the Master in Hotel Companies Management of the Complutense University of Madrid. Thanks to its analysis, valuable information about the insertion and career of the master’s graduates is obtained, while it implies a greater interrelation between the academic and labour world. In this way, the quality of the teaching-learning process can be verified and improved with the approach of the labour world and the incorporation of the experiences of alumni to the classroom as an enrichment of regulated teaching.