Promoting Significant Training Paths Through the Student Offices: Trajectories, Lived Experiences and Expectations. A Case Study

Abstract

In the following article, the interpretation of the lived experience and the significance that university students attribute to their educational career is addressed from qualitative methodologies and from a phenomenological perspective. Expectations and future projects are analyzed, along with the work of the student offices, in charge of student well-being at universities, to promote more relevant interventions. Students recognize the trajectory as a process of developing confidence and self-esteem during the university period. Students assign an effort component to their trajectories. Their experience is marked by support and incentives from their families, but they have suffered bullying, discipline from academic schools, and low teacher expectations of them. Their university experiences have been ones of learning and connections. Students have expectations of confidence in the future. The offices should persevere in leadership activities and deepen the work of developing the confidence and self-esteem of young people, since these areas are affected during the school stage and are central to the construction of their future projects. Offices can and should manage students' expectations and incorporate pedagogical work thinking about accelerated social changes and taking into account the origin and projection offices in the university system.