Abstract:

The job development of the recent graduates in Mexico has suffered great changes in the last years. The vast amount of work demand, the economic failures, the lack of specialization and other aspects, have not allowed graduate students to create a solid and complete professional growth, in partly due to the absence of a long-term plan of their own future professional development.

This study is originated in the Administration Faculty of the Universidad Veracruzana, with the aim to know, measure and examine the relation existing between academic tutorials, which are given all along the student’s academic stay, and the promotion of the creation of a career’s trajectory outline. It was designed to discover the advantages and disadvantages of being professionally formed under the Integral and Flexible Educative Model (MEIF). The actual model pretends to transform the figure of the professor into a support and knowledge guide throughout the undergraduate studies. The object of tutoring allows to acquire tools that help students form in a holistic manner, through the informed choice of educative experiences, advocating for a continuous and autodidactic learning and the early formation of a professional path outline.

Aim or purpose of research:
Objectives:
General
• Analyze the impact of tutoring in the development of a professional path outline of the undergraduate students and the relationship between both areas.

Methodology:
The development of this research starts with the application of questionnaires to sample of a universe of 300 students with enrollment registers of S11, S12 and S13 in the Faculty of Administration, including Bachelor of Administration, Bachelor of Tourism Administration and Bachelor of Computational Sciences Administration. The observation of a semester of tutoring sessions served to support the devising of measurement instruments concerning the relevance of this tutoring program. The questionnaires were designed in a value scale to allow for concrete, genuine and measurable answers that give feedback towards the program’s relevance.
The questions included raise the issue about the effectiveness of the tutoring, the necessity of creating an outline or guide plan for their professional future and the tools provided by the tutoring ambience to take advantage of the knowledge and links with the labour market. Lastly, the perception of the level of motivation demonstrated by tutors and students in their compromise towards fulfilling the tutoring program is tested and discussed.
After the compilation of data, the obtained tendencies were analyzed, quantifying tangibly the results of the several measuring instruments used.

Conclusion:
The results reveal that the tutoring sessions are looked as a duty as another requisite for being able to obtain a degree, which is fomented by the MEIF to allow students to obtain a close and personal guide to help with complex and structured decision-making.
The students and tutors of the Faculty know the institutional tutoring program and participate regularly in its sessions, however the level of commitment is neither high nor constant. Nevertheless, there is a big part of the sample of upcoming and recent graduates which answered that they greatly benefitted from help in selecting their degree’s terminal experiences, future master studies opportunities or the connection to a work profile according to their preferences and job expectations.

Keywords:

MEIF, educative transversality, tutoring activity, tutor, autodidact, educational tools, work path, labor trajectory.