Professional Socialization Research Articles

Factors of professional socialization of students (on the example of Altai State University)

Currently, Russian society is faced with a number of political, social and economic challenges and difficulties, which in one way or another has changed all spheres of people's life. Students, student socialization and self-determination аre no exception. The formation of new vectors of the development of modern education and the exit from the Bologna process changed the habitual life of the student, shifted their professional socialization. As a result, a new image of student is formed, which has a qualitatively different way of developing both general cultural and professional competencies. One of the clearest examples of such changes is the mass secondary employment of students literally from the 1st year of study at the university. Moreover, studying at a university is directly related to the further self-determination of an individual, the search for his own life path, but the crisis realities complicate such a search, as a result, the old motivational components of studying at a university turn out to be ineffective. A graduate of a modern university will have to face contradictions between the demands of the labor market and the market of educational services. It is quite possible that a person cannot get a job in his specialty, but this state of affairs is not considered something new and surprising, therefore, modern professional socialization of a student should work on this aspect. Thus, the young specialist is ready for almost any challenges of the labor market, social reality in general.

Senior nursing students’ experiences in internal medicine clinics: a qualitative phenomenological study

Introduction and Aim: Internal medicine clinics are one type of clinic where nursing students do internship. The aim of this study was to gain a better understanding of the senior nursing students’ experiences in internal medicine clinics (IMCs). Methods: This study employed phenomenology, which is a qualitative research design. The study was conducted with 18 nursing students at the nursing department of a public university in Turkey. Three focus group interviews were held with six participants in each group. Data were collected using a demographic characteristics form, and a semi-structured questionnaire developed by the researchers. Results: Three themes evolved during data analysis: (1) description of an internal medicine clinic, (2) benefits of practicing in internal medicine clinics for their professional development, (3) difficulties in practicing in internal medicine clinics. Most students described IMCs as care-focused clinics for complex patients in need of care, especially elderly patients, with comorbidities and specific etiologies. Students stated that practicing in internal medicine clinics provided them with skills related to care practices and postgraduate professional competence. As for difficulty, students stated that they sometimes had difficulty collaborating with the health care team during care. Conclusions: A positive learning environment is important for the development of effective student performance skills, motivation for individual learning, and a successful professional socialization process. Academics should recognize the effect of clinical structure and healthcare professionals’ behavior on students and plan clinical interventions accordingly to make sure that students have positive clinical experiences.

Socializing students to accept hostility? How instructors talk about hostility in the journalism classroom

Although hostility toward journalists is a pressing issue, research on how instructors are preparing students for hostility is lacking. Interviews with 30 journalism instructors from across the U.S. help illuminate how hostility is perceived and if/how hostility is talked about in journalism courses. Through the lens of professional socialization, this manuscript argues the majority of instructors normalize hostility in problematic ways, identifying a gap in journalism curriculum that needs filled.

Physician entrepreneurship: A study of early career physicians’ founding motivations and actions

The literature on professional socialization suggests that their training and socialization lead physicians to prioritize professionally prescribed activities over entrepreneurial activity. This leaves unexplained how and why early career physicians would engage in entrepreneurship, a behavior that many healthcare organizations now seek to encourage. To address this shortcoming, we conducted an inductive study, augmented with survey data, of UK National Health Service physicians involved in entrepreneurial projects. We detail a process of physician entrepreneurship underpinned by organizational improvement motives and identification with the organization. Entrepreneurs breached constraining roles and formed ventures which originated as intrapreneurial initiatives but shifted to individual-level resourcing. Entrepreneurial behaviors coincided with physicians’ commitment to remain with the NHS albeit with adjustments to their career plans. Overall, the study suggests that physicians manage the pressure exerted by professional socialization by adapting both the kind of entrepreneurial projects and career pathways they pursue.

A Narrative Inquiry of Critical Events Supporting Professional Identity Formation in Introductory Pharmacy Practice Experiences

ObjectiveProfessional identity formation (PIF) is the process of internalizing a profession’s core values and beliefs so that one begins to think, act, and feel like a member of that profession. PIF occurs over an individual’s professional socialization in stages, precipitated by critical moments or experiences. The purpose of this study was to answer the following: (1) What are the critical events for pharmacy student PIF in introductory pharmacy practice experiences?; and (2) How do these events support or challenge PIF? MethodsThis study used critical event narrative inquiry methodology. A critical event is an experience that creates a change in understanding and affects professional performance. Semistructured interviews were conducted with pharmacy students who completed introductory pharmacy practice experience rotations in community (first year) and hospital (second year) settings. Interviews were coded and analyzed using narrative analysis. ResultsTwelve first-year and 10 second-year students participated in this study. Narratives revealed that common experiential education experiences resulted in a deeper understanding of core role elements (ie, professional autonomy, responsibility, interprofessional collaboration, and patient-centered care), leading to changes in agency, knowledge, and anticipated future behaviors. While first-year participants’ narratives mainly focused on understanding pharmacist roles (“what”), second-year participants focused on understanding the process to fulfill those roles (“how to”). Emotions, assuming responsibility, external validation, and preceptor guidance supported these events. ConclusionCritical events in introductory pharmacy practice experiences affect and shape pharmacy students’ PIF. These events are relevant to pharmacy education because these experiences can result in changes in knowledge, agency, or future behaviors for students.

Influence of Undergraduate Student Affairs Coursework on Graduate School Transition and Professional Socialization

The student affairs profession is currently undergoing challenging times related to the entry
 and retention of new professionals into the field. Considering new approaches to student affairs
 preparation may benefit the field by socializing professionals more purposefully while students
 obtain undergraduate leadership experience. Providing opportunities for undergraduate
 students to formally explore and experience student affairs as a potential career through
 coursework allows them to consider their future as student affairs professionals during their
 formative career development years. The purpose of this qualitative exploratory study was to
 understand the role of undergraduate student affairs coursework (UGSAC) on the process of
 student affairs professionals’ socialization based on Weidman et al.’s (2001) professional
 socialization framework. The findings from this study indicate that socialization into the
 profession of student affairs, which has largely been documented as happening solely at the
 graduate program level, is occurring in meaningful ways in UGSAC. The themes focus on the
 development of foundational knowledge, gaining confidence in graduate course environments,
 and functional area exploration in UGSAC. Recommendations for research and practice are
 presented for institutions considering the implementation of UGSAC.

Experiences of new nurses in the United States during the acute phase of the COVID-19 pandemic.

This qualitative descriptive study describes the experiences of new nurses during the acute phase of the COVID-19 pandemic in the United States. New nurses faced the dual challenge of transitioning to practice while working during a global pandemic. Although multiple studies have described nurses' experiences during the COVID-19 pandemic, research is warranted to understand new nurses' experiences during the acute phase of the pandemic. Registered nurses (n=46) with less than two years of work experience, who participated in the COVID-19 Study and Registry of Healthcare and Support Personnel (CHAMPS), participated in this study. Thematic analysis was used to examine their responses. The COREQ guidelines were used in reporting this study. Five themes were extracted: feelings of increasing isolation, feelings of intense fear, personal health concerns, shattered and disrupted expectations, and living in a constant dilemma. New nurses described their distress and profound sense of isolation which was compounded by their status as new employees and being shunned by others. There was intense fear for their safety and health. They viewed their limited nursing experience with only COVID-19 patients as detrimental to their careers and encountered complex dilemmas and were obligated to make problematic choices. New nurses revealed unrelenting psychological and physical distress during the pandemic. Identification and implementation of strategies to address their distress and alleviate its negative consequences were needed but not provided. The development and implementation of policies to address the challenges new nurses encounter are needed. Action strategies to promote professional socialization and job retention are required.

Использование ChatGPT: новый вызов для системы образования

This article discusses topical issues related to the implementation of the ChatGPT in the field of education. Many researchers agree that the introduction of ChatGPT in the educational sphere contributes to the implementation of personalized learning, increasing the efficiency of teachers and creating favorable conditions for the learning and development of students. Despite some advantages of using ChatGPT in training, it should not be considered as a reliable tool for gaining knowledge. It is shown that digital inequality in the Russian Federation is gradually being overcome, which further exacerbates the problem of threats to the use of ChatGPT in education. The most acute threats of using ChatGPT in education are analyzed: the problem of establishing the authorship of student work, the formation of distorted ideas about the world, the loss of critical and creative thinking by students, moral degradation. To overcome these threats, it is proposed: to return to work in the classroom, which will help solve the problems associated with professional socialization and the development of critical and creative thinking among students; change the requirements for writing term papers and final qualifying works; in some universities, final qualifying works should be abandoned in favor of state examinations; more actively involve students in scientific and research activities.

“It’s Avoiding Getting Sued for Concussion for Those Kids”: Pedagogical Responses of Youth Soccer Coaches to New Guidelines on Heading

Purpose: To describe nine youth soccer coaches’ pedagogical responses to the implementation of the new guidelines on heading introduced by the United States Soccer Federation. The specific research questions we attempted to answer were: (a) What were the coaches’ perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches’ perspectives and practices? Method: The theoretical framework employed was occupational socialization. Data were collected using four qualitative techniques and reduced to themes using analytic induction and constant comparison. Findings: Key findings were that the coaches fell into one of three groups: rejectors, acceptors, and skeptics. Differences in the coaches’ acculturation, professional socialization, and organizational socialization were responsible for the coaches’ differing responses to the new guidelines on heading. Conclusions: Should they transfer to other coaches, these findings should help coach educators to develop stronger programs.

Secondary employment of modern students (on the example of AltSU students)

Currently, a student who simultaneously receives a higher education and works somewhere is becoming quite commonplace. Moreover, the tendency to combine study and work is characteristic of the whole world. Secondary employment allows students not only to improve their financial situation, become financially independent from their parents, but also to acquire a number of communicative and professional competencies that can be successfully applied in the future. Moreover, the practice of secondary employment allows you to form a certain work experience, which can be an advantage in employment after graduation. The phenomenon of secondary employment of a student is difficult to assess unambiguously, on the one hand, there is an accelerated professional socialization of an individual, his rapid inclusion in a new social reality, into which a young person will have to move fully after graduation. The student becomes more responsible, manages his time more competently. On the other hand, secondary employment is realized precisely in their free time from study, negatively affecting the amount of time allocated to prepare for classes, sessions, etc. The key problem of secondary employment of a student is that often the specialty of study is in no way connected with the place of work. This fact increases the likelihood that an individual after graduating from university will go to work not in his specialty, which makes it more difficult for the demands of the labor market and the education system to produce necessary quantity of specialists a certain domain. Also, not all students are able to correctly prioritize work and academic activities, as a result of which there are distortions that negatively affect educational activities.

Making Meaning Matter: an Editor's Perspective on Publishing Qualitative Research.

The term qualitative research refers to a family of primarily non-numeric methods for describing, analyzing, and interpreting the lived experiences of people in their day to day lives. Originally developed to study social problems such as poverty, juvenile delinquency, and race relations, qualitative research methods have been used in the health sciences since the 1960s to better understand the socialization of medical professionals and the culture of medical education and practice. More recently, qualitative research has been employed in health services research to address and improve the quality and safety of care. While quantitative researchers generally ask "what" or "how many" questions, qualitative researchers generally ask, "why" or "how"? Publishing qualitative research comes with a number of challenges, among them, manuscript length, unfamiliarity of reviewers with qualitative traditions, and sample sizes that, by design, are difficult to generalize from. In addition, while there is general agreement about the quality of evidence and types of research designs used in quantitative studies, the same is not yet the case for qualitative and mixed methods research although a variety of useful guidelines have recently appeared. From the perspective of journal editors, we raise and offer guidance on three important questions: (1) Is the study under review suitable for this journal? (2) What is the rationale for using qualitative methods to carry out the research? (3) What are editors/reviewers looking for in a qualitative submission? In unpacking the third question, we describe common strategies editors use and challenges that we have encountered in the abstract, background, methods, results, discussion, and conclusions sections of qualitative submissions we and our colleagues have reviewed.

Ценности образования в представлениях студентов-выпускников ИТ-специальностей (результаты пилотажного исследования)

The study of educational values in the self-assessments of IT graduates is part of the initiative project aimed at studying the peculiarities of the socio-professional group of Russian IT specialists. The relevance of the topic is determined by the importance of positive perception and evaluation of the role of education by IT students as a condition for their successful study, and subsequently – professional adaptation and socialization of IT gradu-ates. Positive assessment of the role of education contributes to the formation of high self-motivation of stu-dents' learning both within the university and their successful inclusion in the IT sphere after graduation. Five groups of educational values, which are perceived by students as the most important, are identified and char-acterized: the development of cognitive skills; social and personal changes; expectations of changes in status-role positions; the formation of new values and the transformation of the old ones. The results of the pilot study are of great importance for the further development of the problem, as well as expedient for organizing educa-tional work, diagnosing the values of students of IT specialties.

Professional socialization of midwives in the first year of work in hospital wards

Abstract: Introduction and objective: The first experience of entering a profession has a huge impact on an employee’s later life. They affect motivations for development, relationships with co-workers, and in the medical sector will directly translate into patient safety and well-being. When midwives take up their first job, they face challenges and obstacles related not only to their inexperience, but also to communication in teams, the implementation of which requires time and commitment on both sides–the implementing and experienced employee. Material and methods: The aim of the research presented here was to identify difficulties related to communication in midwifery teams, especially at the level of experienced–inexperienced midwife and to find out the opinions on mentoring as a way to support in the first months of work. The study was conducted by means of group interviews. Three interviews were conducted with a total of 11 midwives with 1-2 years of professional experience working in hospital wards in three Polish cities. Results: In the participants’ statements, three issues were singled out as the most important issues raised related to the difficulties of the first months at work: the organization of the induction system, the sense of mutual trust in the team of co-workers and the inequality of wages. Conclusions: A sense of security resulting from mutual trust and acceptance is crucial for young midwives entering the profession. A factor conducive to a smooth socialization process to work is a properly functioning mentoring system. Communication difficulties that cause division in teams, may be related to the inequality of salaries, resulting from the disparity in the level of education of midwifery staff in hospital wards.

PSYCHOLOGICAL FACTORS OF SPIRITUAL DEVELOPMENT AND SELF-REALIZATION OF PSYCHOLOGY STUDENTS

The purpose of the article is to analyze the psychological factors of spiritual development and self-realization of future psychologists at different stages of their educational and professional socialization. An empirical study was conducted with the participation of students (217 people), aged 16 to 25, who studied psychology at higher educational institutions in Ukraine. The following research methods were used in the study: "The Spiritual Potential of the Individual" by Pomytkin E., "Life meaning orientations" by Leont’ev D., "Test of Emotional Intelligence" by Hall N., "Psychological Well-Being Scale" Riff K., "Personal Differential" (as adapted in The St. Petersburg Bekhterev Psychoneurological Research Institute), "The questionnaire of diagnostics of practical psychologist’s personality orientation type" by Danilova T., "The questionnaire for the study of the process of spiritual self-realization of learning youth" Pomytkin E.; mathematical methods for processing empirical data using the IBM SPSS Statistics 20 package (comparison of means, linear regression analysis). It was revealed that 1.4% of the respondents have a high level of spiritual potential, 32.3% - a medium high level, 65.4% - a medium low level, and 0.9% - a low level. 20.7% of respondents have a high level of self-realization of the spiritual "Self", 46.5% - a medium level, 32.7% - a low level. Based on the regression analysis of the results of an empirical study, it has been proved that there are statistically significant individual psychological factors that have a noticeable impact on the manifestations of the spiritual potential of future psychologists (in 40% of cases due to the influence of variables: emotional intelligence, meaningfulness of life, humanistic type of professional orientation, personality, personality growth, egocentric type of professional orientation and self-acceptance) and their capaсity for spiritual self-realization while studying at higher educational institutions (in 20% of cases: life orientation, cognition and self-knowledge, environmental and aesthetic values). The article substantiates the need to focus on the formation and development of the humanistic type of students’ professional orientation, to create conditions for reducing the influence of egocentric attitudes during their familiarization with professional activity, to pay attention to the development of the young people’s emotional intelligence, meaningfulness of life and positive self-acceptance, when organizing the processes of educational and professional socialization of students in the educational setting.

SUMMER SCHOOL "NATIONAL SCIENTIFIC PSYCHOLOGICAL SCHOOLS: HISTORY AND PRESENT" AS A TOOL FOR EDUCATIONAL SOCIALIZATION OF SCIENTISTS AND TEACHERS OF PSYCHOLOGY AT UKRAINIAN HIGH SCHOOLS

The purpose of the article: to reveal the socializing and scientific didactic potential of the Summer School (2021) "National scientific psychological schools: history and modernity" as a tool for informal educational socialization of scientists and teachers of psychology of Ukrainian higher education institutions and their students. Sample. 100 participants of teachers, doctoral students and students from various institutions of higher education at scientific institutions of Ukraine, who took part in the jubilee Summer School 2021, mastered its professional development program (180 hours) and received the corresponding certificate. Methods. Presentations and workshops by leading psychology researchers in Ukraine about achievements of representatives of Ukrainian scientific psychological schools of the past and present, scientific reports, discussions and debates, final control of participants' knowledge in the form of an achievement test. The results. The tested program of the summer psychological school (2021) National scientific psychological schools: history and modernity has proven itself as a productive means of informal educational and professional socialization of Ukrainian psychology teachers, doctoral students and students. The developmental effect of participation in such an event was demonstrated by all categories of its participants who, thanks to the introductory lecture of the organizers, independent work, presentations by speakers and fruitful discussions, significantly expanded their ideas about the history, methodology and modern features of domestic scientific and psychological research, technologies of psychological practice and interdisciplinary links of psychology.

A longitudinal, narrative case-study of interprofessional socialization among pharmacy students

IntroductionDespite growing evidence that interprofessional education (IPE) develops students' attitudes and competencies towards collaboration, there is a lack of theoretical, longitudinal research to inform the development of IPE initiatives. The purpose of this study was to examine pharmacy student interprofessional identity development during early professional and interprofessional socialization experiences in the pharmacy curriculum and at early entry into pharmacy practice. MethodsThis longitudinal, narrative case study used one-on-one, semi-structured interviews conducted at four time points; pre-entry, end of first term, end of first year, and two years post-graduation. Data were analyzed by narrative analysis. ResultsThree participants completed interviews at all four time points. Narratives revealed that participants focused on understanding the roles of pharmacists and other health professionals during early pharmacy curriculum and IPE experiences. Expansion of profession-specific role understanding and confronting pre-existing views or stereotypes were an emphasis early in the curriculum. Participants most valued IPE opportunities that allowed them to enact their own role while working with others in authentic case-based, simulated, or experiential experiences that enabled the development of professional relationships. Interprofessional identity development early upon entry into pharmacy practice varied based on the practice setting context and the ability to form relationships with other health care providers. ConclusionsThis study provides a preliminary exploration into the process of early interprofessional socialization for pharmacy students. Understanding the process of interprofessional identity development may affirm or enhance understanding of IPE curricula; further exploration in pharmacy curricula and practice is warranted.

Legal Responses to Violence against Medicare Service Persons and Institutions during COVID- 19 Pandemic in India

Background: The COVID-19 pandemic and virility of the violence against medical personnel have been parallel phenomena in Indian public health administration. The safety and security medical and paramedical have been attracting attention for quite a long time. Still, no central legislation has piloted to enhance their therapeutic and surgical acumen in epidemics and pandemics. The health care of the patients and the covenant of Medicare service persons and institutions doctors missed in the myopic perception of the health administration’s tilt towards the criminal administration of justice. Method: The clasping of 125 years of age epidemic control law and 162 years of age criminal statute stinks the Indian feel in the present context. Result: The significant outcome of the COVID-19 pandemic is showcased in the Epidemic Diseases (Amendment) Ordinance, 2020, ensuring harassment-free workplaces for the medical fraternity. The criminal sanction afforded by the 23 state enactments on the protection of medical care personnel and institutions in states in India, but there is no central legislation. Despite the Indian Medical Association’s recommendation for the Protection of Medical Service Persons and Medical Service Institutions (Prevention of Violence and Damage or Loss of Property) Act, 2017, we witnessed Epidemic Diseases (Amendment) Ordinance, 2020 in enhancing the robust workplace for the doctors during the pandemic. The legal strategy camouflaging ‘disaster’ under Section 2 (d) of the Disaster Management Act, 2005 in pandemic and lockdown is sobering but astonishing. Conclusion: The paper locates the legal response to violence against the doctors in the sociology of medicine and medical professions as professional socialization and social system during the COVID-19 pandemic. Bangladesh Journal of Medical Science Vol. 22 No. 04 October’23 Page : 734-742

Understanding socialization in interprofessional practice: health science perspectives

According to a study of the research, there is a lack of understanding about how students see the professional obligations and functions of other professions. This research aimed to investigate how health professional students (HPS) perceived Inter professional socialization (IPS). Participants came from eight different health-related academic fields, including nursing, radiological science, occupational therapy, clinical lab science, social work, nutritional science, and physical therapy. In all, 300 undergraduate (UG) and 114 graduate students participated. The Interprofessional socialization and Valuing Scale (ISVS-21) was used to gather the data. On a Likert scale with 1 being not at all and 7 being to a very large amount, the participants were asked to score 21 questions concerning their beliefs, practices, and perspectives towards IPS. To examine variations across the health fields, descriptive statistics and analysis of variance were used to analyze the information. According to a descriptive study, 95.2% of students believed IPS was happening to a rather considerable level, with a mean of 5.12 or higher on a scale from 1 to 7. The health fields didn't vary all that much from one another. The results indicate that pupils are prepared to comprehend one another's professional duties and obligations. There are several things to keep in mind for future Interprofessional collaborative activities even if there are no standardized educational methodologies to encourage student cooperation across disciplines.

Developing and Utilizing Healthcare Human Resources to Overcome Gender Stereotypes

<p>在專業臨床領域中或專業教育的場域中，有效促進性別實質平權的好方法，首先是觀念的轉變，讓自己勇於接受挑戰性別刻板印象，當面對到職業角色與性別氣質不符合傳統性別刻板印象的工作同仁或學生時，給予更多的理解和溝通，從實質表現上去評價其貢獻而非急於從性別特質等標籤即決定印象，在臨床教育或學科知識學習的過程中，特別是針對專業典範人物的示範說明，亦應注意性別比例的平衡，使得性別偏見不再複製增強，讓優秀但少數特殊者亦有機會出現在後學者的學習認知視野之中，如此才能夠有效的促進職業社會化過程中性別刻板印象的打破，提升性別敏感度，避免因為既定的性別歧視標籤妨礙了對於實質能力與個人特質的認識。其次，在醫療照護職場的人力資源運用策略方面，則應遵守性別平權精神，落實(1)用人唯才，不因性別、性傾向與外型歧視或差別待遇；(2) 同工同酬，以實質貢獻決定評價與晉升機會的公平公正原則；(3)遵守勞動法令，避免社會歧視所導致之單位績效與名譽受損。如此，在人力資源的培育與運用上，我們才能真正打破性別刻板印象的束縛，真正用人唯才，廣開納才之路。</p> <p> </p><p>In the fields of professional clinical practice and professional education, an effective method for advancing substantive gender equality is, first and foremost, a shift in mindset. This involves embracing the challenge of gender stereotypes. When faced with colleagues or students whose professional roles and gender expressions do not conform to conventional standards, people should provide greater understanding and communication. Evaluations should be based on the tangible contributions of such individuals rather than arbitrarily labeling them based on gender-related traits. Throughout the process of clinical education or acquiring disciplinary knowledge, attention should be paid to maintaining a balanced gender representation, particularly when showcasing examples of professional role models. This aids in avoiding perpetuating gender biases, allowing outstanding individuals, even if they are in the minority, the opportunity to be recognized and serve as role models who can broaden the knowledge of future learners. Such measures are vital to effectively dismantling gender stereotypes in the process of professional socialization, raising gender sensitivity, and preventing preconceived gender discrimination labels from obstructing the acknowledgment of actual competence and personal traits. Furthermore, in terms of human resource management strategies within the healthcare sector, adherence to the principles of gender equality is paramount, which entails implementing the following measures: (1) embracing talent without discrimination based on gender, sexual orientation, or appearance; (2) ensuring equal pay for equal work and evaluating promotion opportunities based on substantive contributions and fairness and justice; and (3) adhering to labor laws to prevent negative effects to organizational performance and reputation arising from social discrimination. By fostering and utilizing human resources in this manner, we can truly break through the constraints imposed by gender stereotypes and genuinely prioritize talent, thereby paving the way for inclusive recruitment.</p> <p> </p>

Стратегии профессиональной мобильности в представлениях студентов-выпускников ИТ-специальностей (пилотажное исследование)

This pilot study is part of an initiative project dedicated to studying the professional mobility of Russian IT specialists. The relevance of the project is due to the problems of forming an adequate understanding of IT graduates’ professional mobility strategies, since such representations guide professional development from the very beginning of a career. An objective view of these strategies contributes to the successful adaptation and socialization of novice IT professionals in the information technology field. The scientific substantiation of methodological and methodical approaches to the study of IT graduates’ perceptions of professional mobility strategies, considered in the totality of objective (socio-structural, activity) and subjective (personal-motivational) factors. At the empirical level, methods for studying ideas about mobility strategies have been developed and tested. The conclusions about the peculiarities of graduate students’ perceptions of IT specialists’ professional mobility strategies are concretized.