Resumen

ANGULO MORENO, Ángel de Jesús  y  URBINA BARRERA, Flor. Implementation and Challenges of Comprehensive Tutoring: Indicators and Students’ Perception in Three Universities in Northern Mexico. Rev. latinoam. estud. educ. [online]. 2021, vol.51, n.3, pp.201-229.  Epub 20-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2021.51.3.393.

The Institutional Tutoring Programs in Higher Education emerge as a tool to meet the quality objectives set by the institutions in terms of successful school careers and the comprehensive development of students. Although each institution designs and executes its program, there are generalities in the tutorial action that can be approached in comparative terms, such as the dimensions in which it presents the possibility of didactic interaction. The present work aims to identify the tutorial action in the institutional, academic and professional dimensions, as well as the importance attributed by students from three public universities in the northwestern region of Mexico. The results show differences between institutions and by dimension, highlighting that the university where the presence of mentoring indicators is least reported is where the most importance is given to the desirable elements of integrated mentoring. The differences can possibly be explained by how the objectives of the Institutional Tutoring Programs, tutorial action plans and some of their guidelines that regulate the interaction between tutor / teacher and students are raised or should be raised.

Palabras llave : students; higher education; career training; tutoring.

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