The Identity and Pathways of Argentine Undergraduates. Research Contributions to Improvements in Quality
The “evaluation” of university quality is a key part of the political-educational agenda. Nevertheless, though statistics regarding systems abound, very little empirical research covering wide ranges of space and time and demonstrating the most important problems in order to effect improvements exis...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Argentina |
| Institución: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repositorio: | CONICET Digital (CONICET) |
| Idioma: | inglés |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/106661 |
| Acceso en línea: | http://hdl.handle.net/11336/106661 |
| Access Level: | acceso abierto |
| Palabra clave: | Identity Pathways Argentine Undergraduates Research Contributions to Improvements in Quality https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 |
| Sumario: | The “evaluation” of university quality is a key part of the political-educational agenda. Nevertheless, though statistics regarding systems abound, very little empirical research covering wide ranges of space and time and demonstrating the most important problems in order to effect improvements exists. Since 1994, the author has carried out complementary studies in this line of research. Here, she presents two studies carried out with both graduates and individuals who extend their studies. The objective of this work was to both describe and/or explain (quantitative level) and to understand (qualitative level) the “reasons” or “psychosocial processes” that underlie the education system’s “figures” related to quality (graduation rates, dropout rates, etc.). The theoretical-epistemological base is developed, the particular methodology adopted with its three levels of analysis (societal, institutional and individual, interacting in accordance with the author’s theory) is described and results showing factors that impact university achievement, professional pathways and professional/institutional identity are presented. |
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