Abstract:

Summary:
This research is made with the purpose of knowing the impact of the Integrated and Flexible Educational Model (MEIF) on the completion rate for students of the Administration Faculty of the Universidad Veracruzana today, almost 15 years after being implemented. The research starts with the Model’s background and the application of surveys to students with enrollment 14 and 15, in order to describe its relevant aspects and effects, concluding with the suggestions for a successful completion of the Major’s syllabus.

Introduction:
In 1997 the Universidad Veracruzana (UV) set out a project to change the syllabus through the elaboration of an educational model directed to an integrated formation of students, with the purpose of fostering their autonomy through an adequate decision making process, in order to answer the need of society for committed and competent professionals.
In 1999 they started the work to implement the new integrated educational model in 14 educational programs.
The aim was to change the student’s perspective by promoting the development of their own knowledge inside and outside the Classroom; adding integrality and flexibility to their formation through cross curricular knowledge supported on three axes: Heuristic, Theoretical and Axiological.

To start, flexibility was set out in three aspects:
The first one states that there are several spaces to learn, since we do not only learn in the classroom but that there are other spaces where we can acquire knowledge; for instance; a company or a sports field, with the academic tutor or with the society and it is precisely here that the transformation happens for the denomination of subject to Educational Experience (EE). What the Integrated Educational Model looked for was to integrate all these entities to support the student’s development.
The second aspect states that the student can plan his or her path and determine the time of completion according to his or her time and scheduling needs.
In the third scenario there are the areas of emphasis, where the student chooses his or her area of specialization, these final exit Educational Experiences (EEs) are called Optative.
This study has the purpose of knowing, measuring and examining the advantages and disadvantages of the formation and impact of the MEIF on the completion rate of the students.

Objective:
To analyze the factors that have an influence on the completion rate of the students of the Faculty of Administration.

Conclusion:
The MEIF, through its four areas of formation: General, Disciplinary, Terminal and Free Choice, represents a great opportunity for the integrated formation of the student by profiting from the tools that the Universidad Veracruzana has for their development, such as the opportunity to be able to plan their academic path, the benefits that the extracurricular activities offer with Free Choice Educational Experiences (EE) of other Educational Programs (PE) different to the one he or she has, which provides him or her with a competitive advantage over society, showing the labor competencies, knowledge, skills and attitudes that he or she has acquired. The Model promotes the autonomy of the student through an adequate decision making, for a successful completion.

Keywords:

Integrated and Flexible Educational Model (MEIF), Educational Experiences (EE), Educational Program (PE).