Corporate Training in Brazilian Software Engineering: A Qualitative Study of Useful Learning Experiences
It addresses the problem of designing effective corporate training for software engineering professionals, though it is incremental as it builds on existing qualitative research in education.
This study qualitatively investigated which learning experiences are perceived as most useful by Brazilian software engineering professionals, finding that technical updating and practical application dominate, with formal education, social learning, and soft skills valued as complementary dimensions.
Context: Quantitative studies can identify statistical predictors of training quality, but they often fail to capture what professionals themselves consider genuinely useful learning experiences and why. Objective: This study qualitatively investigates which types of learning experiences are perceived as most useful by Brazilian software engineering professionals and what characteristics define this usefulness. Method: Open-ended responses from 195 software engineering professionals were analyzed using Thematic Analysis, supported by frequency and lemmatization analysis using IRAMUTEQ and co-occurrence analysis between themes. Results: Five themes emerged: Continuous Technical Updating (T1), Practical and Applied Learning (T2), Formal Academic Education (T3), Social Learning and Networking (T4), and Leadership Development and Soft Skills (T5). Technical updating and practical application dominate professionals' accounts. Formal education, social learning, and soft skills are also valued as complementary dimensions. Conclusions: Perceived usefulness is strongly tied to alignment with daily work demands and immediate applicability. The convergence of technical updating (T1) and practical application (T2) in both frequency and co-occurrence reinforces the imperative of continuous learning in software engineering. Useful learning is not reducible to a single modality: genuinely valued experiences span technical, academic, social, and self-directed dimensions. Formal academic education and practical learning are perceived as complementary rather than competing. Organizations should design training ecosystems that integrate these dimensions rather than delivering isolated events.