La educación continua como proceso de formación académica en los alumnos egresados de las instituciones de educación superior en el estado de Sonora (México)

• Autores: Andrade Paco, Josefina, Nava Ortega, Martha Julia, Valverde Núñez, Jaime
• Formato: artículo
• Fecha de Publicación: 2009
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/180494
• Enlace del recurso: http://revistas.pucp.edu.pe/index.php/contabilidadyNegocios/article/view/938/906; https://doi.org/10.18800/contabilidad.200902.007
• Nivel de acceso: acceso abierto
• Materia: Especialización; Nuevas competencias; https://purl.org/pe-repo/ocde/ford#5.02.04

The continuous education, that the productive sector demands, is not only the accumulation of new knowledge, supported inthe education-learning process, but also a focus on the new tendencies that the labor field demands, where the universities havethe opportunity to extend their involvement, through graduations or specializations, that contribute the strength of the acquiredskills in the classroom. The objective is to know the kind of graduation interests that motivate the graduates, as a process ofcontinuous education. The study is based on the application of a questionnaire to 50 students of different degrees from publicuniversities in Sonora, whose excellent results are: 51% of those surveyed, indicate that at the end of their degree they do notobtain the tools to compete in their labor field. 92% of the students mention that universities should offer within the educativeprogram some area of financial or specialization, related to other disciplines. Another important data is that the financial areasthat graduates prefer are related to the social administrative and financial areas and in smaller proportion they prefer the engineeringdisciplines. 70% of those surveyed, indicate that universities have infrastructure, learning spaces and the skilled humanresources to offer this type of courses. The conclusion of this work, is that public universities follow training programs related tocertain areas and disciplines, centered on the student and learning, like part of their formation, but they do not have the educativeflexibility and the graduates will need to know other disciplines to complement their professional education.