Abstract:

In 2023, according to data provided by the World Bank, about 5.3% of the world's working population will be unemployed, and while this percentage may seem low, once we translate it into people, we are talking about around 40 million people, which is quite a shocking figure. This unemployment is derived from major factors that are being faced everyday worldwide, however, at least in Mexico, we are experiencing a phenomenon of adaptation that could potentially be solved inside the classrooms.

Access to informal media channels and free browsing on the Internet has caused young individuals to ask themselves whether the information presented to them by universities is trustworthy knowledge. Questioning the educational system more than ever, making this a challenging topic and area of opportunity that private universities have encountered and must face amidst seeking to adjust their educational models to trends believed to improve the students’ experience within the classroom.

We face said challenge everyday inside the classrooms of the Tecnológico de Monterrey across Mexico, which is a clear example of a renowned private institution, considered elite as well due to its high tuition fees. The Tec de Monterrey, for short, created a new educational model called Tec 21 and presented and implemented it in 2019. This model is characterized by challenge-based learning, flexibility and inspiring teachers who promote a memorable learning experience. (CONECTA.TEC, 2018).

Tec 21 offers an innovative educational program based on the development and leverage of soft skills using 7 pillars that complement the students’ experience during classes. According to Tec’s 2030 vision that marked the foundation of this model, it promises to develop a better integration of the students into their professional life. One of the major pillars that make the difference are our Training Partners. This figure was defined by the need of hands-on experience with the industry, it integrates real companies that work alongside the academic figures in different training units, to serve as case studies that align with each lesson, and not only that, but also provide feedback to the students’ solutions and proposals.

Throughout this document, we will detail the way in which the participation of Training Partners within the classrooms of the Business School courses has generated a higher retention rate with employers after the first year of graduation. This brief investigation has a quasi-experimental methodology, which has been applied in the last 2 years in at least 3 groups per semester of between 25 and 30 students each and has shown important results.

The retention rate of companies, before and after the Tec 21 Model in the city of Aguascalientes, Mexico, has grown by more than 12%, a figure that we can or cannot justify with the changes in the way of educating, but that will undoubtedly continue to be a case study for the coming years.

References:
[1] Asael Villanueva, National News Desk. (s.f.). The Tec transforms its educational model; It will be more flexible and experiential. Tecnológico de Monterrey. https://connect.tec.mx/es/noticias/nacional/educacion/el-tec-transforma-su-modelo-educativo-sera-mas-flexible-y-vivencial
[2] The Economist. (s. f.-c). https://www.eleconomista.com.mx/el-empresario/La- Verdad-del-Tecnologico-de-Monterrey-20100317-0183.html
[3] World Bank Open Data. (s.f.). World Bank Open Data. https://datos.bancomundial.org/indicator/SL.UEM

Keywords:

Business, Unemployment, Recent graduates, Training Partner, Innovation, Education, New Generations, Workplace Learning, University/Industry Experiences, Work Employability, University/Industry/Government partnership.