Student accompaniment policies at the national University of Rosario and forced virtualization processes

Abstract

This article presents some advances of a Research Project carried out at the Rosario Institute for Research in Educational Sciences (IRICE) -CONICET-UNR whose general objective is to produce knowledge about the problems of admission and the policies of student support in Argentine faculties of National University of Rosario. At a methodological level, the project is positioned from the perspective of the Case Study, adopting the National University of Rosario, Argentina, as an instrumental and intrinsic case. Thus, qualitative methodological strategies are implemented, such as interviews and documentary analysis, with triangulation of quantitative techniques, such as the collection and analysis of statistical data and the administration of surveys. Among the main findings, it is worth mentioning that the analyzed student accompaniment spaces have similar objectives and purposes and can be classified into three different types: peer tutoring, teacher tutoring and counseling. In turn, with the pandemic, they suffered rapid virtualization processes where the actors highlight the importance of early accompaniment, although they point out difficulties in sustaining student participation.