Page 41 - Vseživljenjsko učenje kot temelj trajnostne družbe

Developing Alumni Competencies

worked in pedagogical professions, five in management and leadership po-
sitions and five in healthcare and related fields.
The word similarity between different focus group transcripts was as-
sessed using Pearson’s correlation coefficient. The results indicated a high
degree of word similarity between some transcripts, with Pearson’s correla-
tion coefficients ranging from 0.810 to 0.936, reflecting strong positive rela-
tionships in the word frequency patterns across the compared transcripts.

Data Collection
The data was collected in early 2024 through three groups with alumni of
the University of Primorska.¹ Each group consisted of five to seven partici-
pants, consistent with methodological guidelines for maintaining a manage-
able group dynamic while fostering rich discussion (Krueger & Casey, 2015).
The groups were conducted online via Zoom, which allowed for flexible par-
ticipation across different geographic locations and ensured accessibility for
all invited alumni.
Participants were recruited with the support of the alumni coordinators.
Invitations were sent to potential participants from a range of degree pro-
grammes and professional fields to ensure diversity of experience and opin-
ion. Prior to the sessions, all participants were emailed an information sheet
explaining the purpose of the study, the voluntary nature of participation
and data protection measures. Written informed consent was obtained elec-
tronically. Participants also completed a short demographic questionnaire in
which they provided information on their age, gender, highest level of edu-
cation, field of work and time since graduation.
Each group followed a structured topic guide developed by the research
team, which explored alumni perspectives on lifelong learning with a partic-
ular focus on digital and green competences. The same core questions were
used in all sessions, with flexibility to ask follow-up questions depending on
the group dynamics. Each group lasted approximately 60 minutes and was
facilitated by a member of the research team.

¹ This research was conducted as part of the Green, Digital & Inclusive University of Primorska
(GDI UP) project, which is one of three pilot initiatives to support the curricular renewal of pro-
fessional higher education programmes at the University of Primorska. The project contributes
to the broader national reform for a green, digital and resilient transition to society 5.0. The GDI
UP project focuses on equipping students with the competences required for the green and
digital transition in line with the following principles: providing a high-quality study experi-
ence, offering flexible study pathways and a responsive learning environment, aligning educa-
tional practises with lifelong learning concepts and ensuring equal opportunities and gender
balance in all areas of study.

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