Currículum flexible: estudiantes universitarios sorteando la conformación de su carga académica semestral

Abstract

The main objective of this research is to examine how students interact with an academic institution that uses a flexible model of education. This is a qualitative study with a semi-structural design that assesses how university students at different stages in their academic degrees manage to adapt their academic workloads. Four stages are identified: the padlock, seeing the offer, the registration, and taking the classes. These stages illustrate the required procedure for course selection. The results also show that there student course-load and school life success are linked to: 1) student familiarity with the educational model, 2) student understanding of academic bureaucracy, 3) student proficiency in handling digital platforms, 4) student internet access and connectivity, 5) student relationships with their academic advisor and with fellow students further ahead in their program, and 6) university welcoming and support. It is concluded that course-load planning involves facing the four stages mentioned above which challenge student advancement between semesters.