Abstract:

This work is directed to evaluate if the higher education institutions in Mexico are prepared to increase the number of students who enter each study center, in this case, of the public and state universities, as opposed to the quality of teaching that is imparted. In other words, if the number of vacancies or spaces available in an undergraduate study center increases, the quality of teaching remains the same, regardless of the number of students that make up the groups. This assumption is based on three variables, the first related to the supply of physical spaces, in other words, desks, computers and blackboards; the second variable related to teaching and attention to the student. These two elements are linked, since it is not the same to teach, review and care for 25 students as twice as many. The third variable has to do with the hours bank of each college, if the teaching staff remains without increasing the available hours or vacancies for teachers, the hours bank will not be enough to cover the excess of new students. The demand for income has to do with public policies in a specific period of government. In Mexico, according to National Institute of Statistics, Geography, and Informatics (INEGI, 2020) of the 54.3 million people between the of 3 and 29 years enrolled in the 2019-2020 school year, 26.2 % correspond to higher education, this are 14.2 million young people studying undergraduate. In this total, all higher education school are considered, whether public or private, federal or state. In accordance with the above, the goal of this work is to evaluate whether the increase in admission vacancies offered by an undergraduate school preserves the quality of teaching, with the same elements of space, number of teachers and bank of hours. This research is exploratory in nature, and it is expected to conclude on the need to rationally justify the increase in income on higher education schools.

Keywords:

Accessibility, quality, public higher education.