Resistance Towards The Competency-Based Approach In Mexican University Institutions

Abstract

The introduction of the competency-based approach in higher education at an international level and, specifically, in the Mexican university system, has led to important transformations in the way of planning, developing and evaluating educational processes. However, some authors have indicated that its concretion, inclusion and dissemination in the university have not yet been solved. In this way, the diverse origin and concept of competencies, the improvable and prescriptive training of teachers, the lack of contextualized response or the difficulty to evaluate through competences are some of the challenges and goals that still involve the consolidation of this new approach in university education. The objective of this paper is to unravel the strengths, weaknesses and resistances of the competence model, analysing the elements and factors that delay its adequate adoption and establishment in higher education. The research has been carried out under a qualitative approach and twenty-two interviews were conducted in different university institutions. This work explores the perspectives and experiences about the evolution of the competency-based approach in higher education. The result invites reflection and the establishment of new commitments and interdisciplinary work in relation to the design, development, monitoring and consolidation of the competency model. Besides, the findings have provided an understanding of the competency model, which could help to establish strategies and action guidelines for the development of suitable educational practices, considering the key factors that promote resistance to change.