New challenges for inclusion policies in argentinian universities: a glance at graduation in the post-pandemic context from the perspective of trajectories

Abstract

This article aims to provide a contribution to the study of university graduation from a point of view that explores the relationship between institutional dynamics and academic trajectories in the post-pandemic context. In Argentina, research on university graduation initially focused on issues such as terminal efficiency, graduation rates, and the effects of inequality. Exploratory studies that emphasize institutional policies for strengthening academic trajectories were subsequently added to this initial agenda, a position that this study also endorses. A qualitative approach was adopted for methodological purposes, and the sample consisted of three humanities faculties at national universities in the Buenos Aires region: UNLP, UNMDP, and UNICEN. The data collection techniques used were documentary research and semi-structured indepth interviews with authorities, teachers, students, and graduates. The preliminary analysis suggests that university graduation is emerging as a multidimensional problem, with a strong impact on management and institutional cultures.