Posicionamiento del Campus IX de la Universidad Autónoma de Chiapas en los estudiantes de sexto semestre de nivel medio superior del municipio de Tonalá, Chiapas

Diana Velasco Jiménez; Norberto Maza Zepeda

doi:10.61273/neyart.v3i3.103

Authors

Diana Velasco Jiménez Autonomous University of Chiapas
Norberto Maza Zepeda Doroteo Arango State High School

DOI:

https://doi.org/10.61273/neyart.v3i3.103

Keywords:

Institutional positioning, university educational offer, educational preferences, public higher education

Abstract

This article focuses on describing the positioning of the Campus IX of the Universidad Autónoma de Chiapas (UNACH) in the options of sixth semester students from Tonalá, Chiapas. One of the objectives of the article is to identify if the students know the educational offer, the duration of the degrees and the type of educational system that is offered on this campus, the above due to the fact that in recent years the enrollment of new students has been decreasing and it is believed that one of the factors that has caused this situation is because many of the students who study in the upper secondary level do not know the Tonalá campus, much less its educational offer. Another reason is because knowing this situation allow us to identify whether students consider the campus as a Good option for higher education and if not, it would be worth analyzing the reasons why they do not consider it so.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Diana Velasco Jiménez , Autonomous University of Chiapas

Diana Velasco Jiménez is a teacher and researcher with experience in upper secondary and higher education, mainly in institutions in the state of Chiapas. She holds a bachelor's degree in English Teaching and a bachelor's degree in Micro, Small and Medium Enterprise Management from the Autonomous University of Chiapas, a master's degree in Education Sciences and is currently pursuing a PhD in Administration.

Since 2012, she has been part of the Autonomous University of Chiapas, where she has performed teaching and academic coordination tasks, as the person responsible for the self-financed Saturday English courses at the Tonalá campus, and as the head of the Academic Secretariat of the School of Administrative Sciences Istmo Costa Campus IX.

Her work has focused on English language teaching, teacher training, and the improvement of academic processes. She has contributed as an author to peer-reviewed publications on topics related to language skills and university training experiences. Her career reflects a constant interest in educational innovation, the development of community projects, and the comprehensive training of students.

Norberto Maza Zepeda , Doroteo Arango State High School

Norberto Maza Zepeda is a teacher and researcher in the field of English language teaching, with a career spanning different educational levels in the state of Chiapas. He graduated from the Autonomous University of Chiapas, where he obtained a Bachelor's Degree in English Language Teaching and, more recently, a Master's Degree in Language Teaching as part of a CONACYT programme. He also holds a Master's degree in Psychopedagogy.
His professional experience includes more than a decade as a teacher in primary, secondary and higher education institutions, performing academic and psychopedagogical functions. His academic and research activity has focused on topics such as project-based learning, alternative assessment and emotional intelligence in the classroom. She has participated as a speaker at national and international conferences (such as MEXTESOL) and has published teaching materials and abstracts in academic journals and specialised publications.
Her work reflects an integrative approach that combines teaching practice with applied research, curriculum design, and psycho-pedagogical support, with the aim of contributing to the improvement of teaching-learning processes from a contextual perspective focused on student development.

References

Aguilera, M. P., y Cruz, C. (2005). Los principios generales de la admisión a la Educación Superior, sus contradicciones y un modelo educativo para atenderlas: el caso del Programa Samuel Robinson. Revista de Pedagogía, 36(77), 483-498.

https://www.redalyc.org/articulo.oa?id=65916616006

Andión Gamboa, M., (2007). Sobre la calidad enla educación superior:una visión cualitativa. Reencuentro, (50), 83-92.

https://www.redalyc.org/articulo.oa?id=34005011

Blanco, E., (2014). La desigualdad social en el nivel medio superior de educación de la Ciudad de México. Papeles de Población, 20(80), 249-280.

https://www.redalyc.org/articulo.oa?id=11231067009

Fernández Fassnacht, Enrique (2017). Una mirada a los desafíos de la educación superior en México. Innovación Educativa, 17(74), 183-207. https://www.scielo.org.mx/scielo.php?pid=S166526732017000200183&script=sci_arttext

García Martínez, V., Aquino Zúñiga, S. P., Guzmán Sala, A., y Medina Meléndez, A. (2011). Propuesta para el desarrollo de instrumentos de autoevaluación para programas educativos a distancia. Revista Electrónica Actualidades Investigativas en Educación, 11(2), 1-27. https://www.redalyc.org/pdf/447/44720020017.pdf DOI: https://doi.org/10.15517/aie.v11i2.10199

Guerrero Ceh, J. G., & Can Valle, A. R. (2015). La evaluación del programa educativo en el nivel superior. Opción, 31(2), 557-572.

https://www.redalyc.org/articulo.oa?id=31045568031

Gutiérrez Legorreta, L. A. (2009). El devenir de la educación media superior. el caso del estado de México. Tiempo de Educar, 10(19), 171-204.

https://www.redalyc.org/articulo.oa?id=31113164007

Instituto Nacional de Estadística y Geografía (2021). Panorama sociodemográfico de Chiapas. Censo de Población y Vivienda 2020. Instituto Nacional de Estadística y Geografía. https://www.inegi.org.mx/app/biblioteca/ficha.html?upc=702825197780

Moreno Jácome, M. C., Ramírez Ramírez, L. N., & Escobar Pérez, J. Z. (2020). Revisión de educación en valores para el nivel superior en Latinoamérica. Revista Educación, 44(1), 1-32. https://doi.org/10.15517/revedu.v44i1.35636 DOI: https://doi.org/10.15517/revedu.v44i1.35636

Ovando Díaz, M. A., Cruz Rueda, E., Grajales Castillejos, O. (2016). Procesos de evaluación y acreditación en programas educativos de la Universidad Autónoma de Chiapas, México. Atenas, 4(36), 1-6. https://www.redalyc.org/articulo.oa?id=478055146008

Suárez Zosaya, M. H. (2010). Desafíos de una relación en crisis: educación y jóvenes mexicanos. Fondo de Cultura económica-Consejo Nacional para la Cultura y las Artes.

Suárez Zosaya, M. H. (2012). Educación Superior pública y privada en México Desigualdades institucionales y opiniones de los estudiantes. Universidad Autónoma de Chiapas. México.

Valadez Huizar, M., & Zarabozo Enríquez de Rivera, D. (2017). Estilos de pensamiento y elección profesional en tres universidades mexicanas. Revista Electrónica Actualidades Investigativas en Educación, 17(3), 1-22. https://doi.org/10.15517/aie.v17i3.29876 DOI: https://doi.org/10.15517/aie.v17i3.29876

Wells, R.S., Chen, L., Bettencourt, G.M. et al. (2023). Reconsidering Rural-Nonrural College Enrollment Gaps: The Role of Socioeconomic Status in Geographies of Opportunity. Res High Educ (64), 1089–1112. https://doi.org/10.1007/s11162-023-09737-8 DOI: https://doi.org/10.1007/s11162-023-09737-8

Wei, Y. (2023). The study of higher education policy in remote rural areas of Australia——what can China learn. International Journal of Chinese Education, 12(2). https://doi.org/10.1177/2212585X231179725 DOI: https://doi.org/10.1177/2212585X231179725