Identificación de las actitudes que presentan los alumnos de la carrera de procesos de producción ante el periodo de estadía

Through a descriptive study carried out at the University of Northern Guanajuato (Universidad Technological del Norte de Guanajuato),whose principal activity is the academic education of students and their entry into the employment field, the author had access to the respective work that characterizes the institution, describing it through use of the following variable: Attitudes toward the internship process. The main objective of this research was centered on: Knowing the attitudes of students toward the internship process, as well as identifying the most recurrent attitudes of students toward the internship process. In order to find out what attitudes students have regarding the internship process, we applied a Lickert-type scale to students majoring in Production Processes who are in their fifth quarter. A series of items was established, taking into account the three components of attitude: cognitive, emotional and behavioral. The instruments were applied to 61 students who are presently in their fifth quarter of the major in Production Processes and who will later do an internship in a company or industry. The students were from both rural and urban socio-cultural groups; their average age was between 19 and 21, approximately. A Likert-type scale was also applied to teachers in order to become familiar with their opinions regarding attitudes manifested by students in their daily activities toward the internship process to be taken in the sixth quarter. Using AST's (from its initials in Spanish- situational analysis of work), used by the University with businessmen, we were able to ascertain opinions about the institution in regard to the applicability of the education received by students and graduates. Regarding the attitudes variable toward the internship process, we now know the attitudes of the students in the Production Processes major toward the period of internship. The highest percentage among students was motivation, followed closely by worry and fear. The latter are, to a certain degree, understandable, since at their young age when they take on an internship they do not have previous experience regarding the reality of work. Likewise, sore of the students haven ot reached a level of personal maturity that would allow them to assume the responsibilities characteristic of the industrial sector. This study brings to light important issues, the first of which is the feasibility of continuing the research at a deeper level. The second is the need to design a pre-established internship program with the industrial sector; in other words, to make and publish a list of companies that accept students for carrying out an internship, a list that would be available to students. Teachers must also be designated ahead of time to act as academic advisers. These teachers can establish contact with company?s in order to work with them in detailing projects to be carried out. These projects and company names, as well as the needs to be covered, would then be published. In this way, students would be informed and could give consideration in advance to their doubts or desires about working in a particular company, or they would have a chance to choose a different company where they feel they could achieve their peak performance

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